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School of 


The Oath of Hippocrates 

I do solemnly swear by that which I hold most sacred that I will be loyal to the profession of medi- 
cine and just and generous to its members. That I will lead my life and practice my art in upright- 
ness and honor. That into whatsoever house I shall enter it shall be for the good of the sick to the 
utmost of my power. I hold myself aloof from wrong, from corruption, from the tempting of 
others to vice. That I will exercise my art solely for the cure of my patients, and will give no drug, 
perform no operation for a criminal purpose even if solicited, far less suggest it. That whatsoever 
I shall see or hear of the lives of men, which are not fitting to be spoken, I will keep inviolably 
secret. These things I do promise and in proportion as I am faithful to this my oath, may happi- 
ness and good repute be ever mine; the opposite if I shall be forsworn. 

University of Maryland School of Medicine 
University of Maryland Baltimore 
655 West Baltimore Street 
Baltimore, Maryland 21201-1559 

Admissions Office: (410) 706-7478 

The University of Maryland Baltimore is an equal opportunity institution with respect to both education and employ- 
ment. The University's policies, programs and activities conform to pertinent federal and state laws and regulations on 
nondiscrimination regarding race, color, religion, age, national origin, sex and handicap. 

The School of Medicine has the objective of securing a broad racial, sexual and ethnic balance in its enrollment. To 
achieve this objective it gives even' consideration to minority student applications. 

The University of Maryland Baltimore is accredited by the Middle States Association of Colleges and Schools. The 
School of Medicine is accredited by the Liaison Committee of Medical Education, the accrediting body for the 
Association of American Medical Colleges and the American Medical Association. 

Digitized by the Internet Archive 
in 2013 

Welcome From the Dean 

I am delighted to share with you the information in this 

catalog, which provides an overview of the University 

of Maryland School of Medicine and its educational 

programs. We are very proud of our students - 

a wonderfully diverse group from all over the world. 

The University of Maryland School of Medicine has 

a proud tradition of excellence beginning with our 

founding in 1807. Our dedicated and outstanding 

faculty, staff, and students continue this tradition today. 

I am pleased that you are interested in the School 

of Medicine and I invite you to learn all that you can 

about our school. If you still have questions, please call 

our Admissions Office at (410) 706-7478 or check 

our website at 


Donald E. Wilson, MD, MACP 

Vice President for Medical Affairs & 

Dean, School of Medicine 



The University of Maryland Baltimore 1 

Milestones 2 

Education 3 

Research 4 

Community Service 5 

The Campus and Beyond 6 


Application 7 

Early Decision Program 7 

Application Selection Criteria 8 

Admission to the First- Year Class 8 

Advanced Standing 10 


Determination of In-State Status 11 

Tuition and Fees 11 

Fees 12 

Registration 12 

Withdrawal 13 

Academic Standing 13 

Refunds 13 

Leaves of Absence 15 

Required Equipment 15 

Financial Assistance 15 

University and Medical School Funds 16 

Scholarships 16 

Loan Funds 17 

Outside Sources 17 


Accreditation 19 

General Rules 19 

Grades and Promotion 19 

Equal Opportunity 20 

Unethical Conduct 20 

Graduation Rate 20 

Salary and Employment Information 21 

Prizes and Awards 21 

Graduation with Honors 24 

Professionalism in Medicine 24 



Curriculum 26 

Curriculum at a Glance 27 

Year 1-37 weeks 27 

Block I-Medical Informatics 27 

Block Il-Structure and 

Development 27 

Block Ill-Human Behavior 28 

Block IV-Cell and 

Molecular Biology 28 

Block V-Cell Function Section 

of Functional System Block 28 

Block VI-Neurosciences 28 

IHB-Intimate Human Behavior 28 

Block VII-Functional Systems 29 

ICP-Introduction to 

Clinical Practice 29 

Year 11-34 weeks 29 

Block VIII-Host Defenses 

and Infectious Diseases 29 

Block IX- Pathophysiology 

and Therapeutics 29 

Physical Diagnosis 29 

Year 111-48 weeks 30 

Year IV-32 weeks 30 

Combined MD/PhD Program 30 

Office of Student Research 32 

Graduate Programs 34 

Residencies and Fellowships 35 

Program of Continuing 

Medical Education 37 


Classes of 1998, 1999 and 2000 38 


Office of Medical Education (OME) 45 

Health Sciences and Human 

Services Library 47 

Medical Alumni Association 48 

Affiliations 48 

The University of Maryland 

Medical System (UMMS) 49 

VA Maryland Health Care 

System (VAMHCS) 51 

Area Health Education Center 

Program (AHEC) 52 


Office of Student Affairs 53 

Electives 53 

Residency Planning 53 

Human Dimension in 

Medical Education (HDME) 53 

White Coat Ceremony 54 

The Office of Student and Faculty 

Development 54 

Student Government 55 

Student Organizations 55 

Publications 60 

Institutional Governance 

and Planning 61 

Student Health Services 62 

Counseling Center 62 

Housing 63 

Athletic Center 63 

Baltimore Student Union 64 

Parking and Transportation 64 


Anatomy and Neurobiology 65 

Anesthesiology 66 

Biochemistry and Molecular Biology 61 

Dermatology 68 

Diagnostic Radiology 70 

Epidemiology and Preventive Medicine 71 

Family Medicine 74 

Medical and Research Technology 76 

Medicine 78 

Cardiology 80 

Endocrinology, Diabetes, and 

Nutrition 80 

Gastroenterology 82 

General Internal Medicine 82 

Geographic Medicine 83 

Gerontology 84 

Hematology and Oncology 85 

Hypertension 86 

Infectious Diseases 86 

Nephrology 88 

Pulmonary and Critical 

Care Medicine 88 

Rheumatology 89 

Microbiology and Immunology 90 

Neurology 91 

Neurosurgery 92 

Obstetrics, Gynecology and 

Reproductive Sciences 92 

Ophthalmology 94 

Orthopaedic Surgery 94 

Pathology 95 

Pediatrics 97 

Pharmacology and Experimental 

Therapeutics 101 

Physical Therapy 101 

Physiology 102 

Psychiatry 103 

Radiation Oncology 105 

Surgery 106 

Emergency Medicine 107 

General Surgery 107 

Otolaryngology-Head and 

Neck Surgery 108 

Pediatric Surgery 109 

Plastic and Reconstructive Surgery 109 

Thoracic and Cardiovascular Surgery.. 1 10 

Transplant Surgery 1 1 1 

Urology Ill 

Vascular Surgery 112 


Program in Comparative Medicine 113 

Program in Complementary Medicine ....1 13 

Program in Human Genetics 1 14 

Program in Neuroscience 115 

Program in Oncology 116 

Program in Trauma 117 


Center for Research on Aging 119 

Center for Health Policy and 

Health Services Research 120 

Center for Health Promotion and 

Disease Prevention 121 

Center for Vaccine Development 121 


Chairs 123 

Professorships 123 

Visiting Professorships 123 

Lectureships 123 

Fellowships 124 

Awards 124 

Research Funds 125 

Unrestricted and Other Funds 125 

John Beale Davidge Alliance 126 


University Grants: Need based grants 

awarded by Financial Aid Office.... 127 

Scholarships 127 

Loan Funds 128 

Outside Sources 129 


University System of Maryland 

Administration 131 

Board of Regents 131 

University of Maryland Baltimore 

Administration 131 

Academic Deans 132 

School of Medicine 

Administration 132 

Board of Visitors 133 

Department of Anatomy and 

Neurobiology 133 

Department of Anesthesiology 134 

Department of Biochemistry and 

Molecular Biology 135 

Department of Dermatology 136 

Department of Diagnostic Radiology 

and Nuclear Medicine 136 

Department of Epidemiology and 

Preventive Medicine 137 

Department of Family Medicine 138 

Department of Medical and 

Research Technology 138 

Department of Medicine 139 

Department of Microbiology 

and Immunology 142 

Department of Neurology 143 

Department of Neurosurgery 1 44 

Department of Obstetrics, Gynecology 

and Reproductive Sciences 144 

Department of Ophthalmology 145 

Department of Orthopaedic Surgery 145 

Department of Pathology 145 

Department of Pediatrics 147 

Department of Pharmacology 

and Exp. Therapeutics 148 

Department of Physical Therapy 149 

Department of Physiology 149 

Department of Psychiatry 150 

Department of Radiation Oncology 153 

Department of Surgery 154 





Established in 1807, the University of Maryland School of Medicine is the fifth oldest 
medical school in the United States, the first to build its own teaching hospital and the 
first to institute a residency-training program. The School of Medicine is the founding 
school of the University of Maryland, and today it is an integral part of the 13-campus 
University System of Maryland. On the University of Maryland Baltimore campus, the School of 
Medicine serves as the foundation for a large academic health center that combines medical educa- 
tion, biomedical research, patient care and community service. While its traditional excellence 
remains constant, the School of Medicine and its national reputation continue to grow. 

The School of Medicine boasts the oldest building in the Western hemisphere in continuous use 
for medical education, the meticulously restored Davidge Hall, built in 1812. Two major classroom 
and laboratory buildings, the fourteen-floor Bressler Research Building and the nine-floor Medical 
School Teaching Facility, were completed in the mid-1970s. The mid-rise Biomedical Research 
Facility was completed in late 1992. Health Sciences Facility I (HSFI), an interdisciplinary research 
and teaching facility, was completed in 1995. HSFI provides clinical and basic science departments 
and animal care facilities with approximately 80,000 additional net square feet. HSFI also provides 
a much-needed connection from the Medical School Teaching Facility to Howard Hall and the 
Bressler Research Building. Construction has begun on Health Sciences Facility II (HSFII), a 
101,000 square foot state-of-the-art biomedical research facility. This six-story building will house 
laboratories, research offices and conference rooms. All but one major medical school research 
building is physically linked to the University of Maryland Medical Center and the Baltimore 
Veterans Affairs Medical Center. 

The University of Maryland Baltimore campus continues to expand as well. The 137-bed Baltimore 
Veterans Affairs Medical Center, immediately adjacent and connected by bridge to the University of 
Maryland Medical Center, joined the campus in 1993. Gudelsky Tower, the new high-tech University 
Hospital patient tower opened in 1994, and was followed in 1995 by complete restructuring and 
enhancement of the two-block hospital facade and main lobby. Completed in late 1995, the University 
of Maryland Biotechnology Institute's Medical Biotechnology Center occupies a 1 96,000 square foot 
facility. The center focuses on medical biotechnology research and training and serves as a catalyst for 
economic development in health related aspects of molecular biology and medical biotechnology at the 
basic, applied and clinical levels. The new Health and Human Services Library opened in 1998. It 
provides cutting-edge service and amenities to its users and also serves as a Regional Medical Library of 
the National Librarv of Medicine. 

The University of Maryland Baltimore 

The University of Maryland Baltimore (UMB), designated "UniversityCenter" by the city of 
Baltimore administration, is the founding campus of Maryland's public university system. It is a 
thriving center for education, patient care, research and community service. Seven graduate and 
professional schools — the Graduate School, the Dental School and Schools of Law, Medicine, 
Nursing, Pharmacy, and Social Work — together with the University of Maryland Medical 
System, Greenebaum Cancer Center, R Adams Cowley Shock Trauma Center, the Baltimore 
Veterans Affairs Medical Center and the University of Maryland Biotechnology Institute's Medical 
Biotechnology Center — educate physicians, research scientists and many of the region's health 
care, law and social work practitioners. 

Profile 1 

With $169.8 million in sponsored program support in FYOO, UMB is one of the fastest 
growing biomedical research centers in the country. The University of Maryland Baltimore is 
ideally configured to maximize collaborative opportunities with government agencies in tackling 
complex health care, public policy and societal issues. Its location within the Baltimore- 
Washington-Annapolis triangle — at the hub of one of the greatest concentrations of health care 
institutions, research facilities, government agencies and professional associations in the nation — 
offers a unique combination of strengths to comprehensively address regional problems with the 
resulting conclusions having the potential for global implications. Areas of multidisciplinary 
research, scholarship and community action include AIDS, aging, vaccine development, multiple 
sclerosis, schizophrenia, hypertension, lead poisoning, cancer, child abuse and homelessness, 
offering students a wide selection of field experiences. 

Partnerships among university components and with the University of Maryland Medical 
Center and the Baltimore Veterans Affairs Medical Center continually strengthen interdisciplinary 
research, education and service endeavors. 


The foundation of the School of Medicine dates back to 1789 with the organization of the 
Medical Society of Baltimore and Baltimore physicians' awareness that their numbers were 
decreasing following the Revolutionary War. Foreseeing a potential opportunity for charlatans to 
"practice" the art of medicine, founders of the medical society began to train prospective physi- 
cians in their own homes, offering instruction in anatomy, surgery and chemistry. Soon faced with 
strong citizen protest of anatomical dissection, the physician-teachers petitioned the Maryland 
State Legislature to establish a college of medicine on a firm basis and under the protection of the 
law. A charter incorporating the College of Medicine of Maryland was approved by the Maryland 
General Assembly on December 18, 1807. 

The fledgling College of Medicine of Maryland was in urgent need of a proper building, and a 
lottery was authorized — not to exceed $40,000 — to benefit the medical college's building fund. 
Over the next 15 years, seven more lotteries were authorized to benefit the school. 

Dr. John Beale Davidge, a native Marylander trained in Scotland, became the first dean and 
took the chair in surgery. His founding faculty were Dr. James Cocke (anatomy and physiology), 
Mr. James Shaw (chemistry) and Dr. Nathaniel Potter (theory and practice of medicine). From 
Col. John Eager Howard, a Revolutionary War hero and former Maryland governor, Davidge, 
Shaw and Cocke purchased land that was "quite some distance from town" to protect against 
unruly mobs who had demolished the doctors' first anatomical theater in violent opposition to the 
dissection of human cadavers. 

From the school's very beginning there was strong emphasis on bedside teaching. The first class 
of seven received clinical instruction at the Baltimore Almshouse, a warehouse, a theater and infir- 
mary for the poor. 

Completed in 1812, Davidge Hall was built by Robert Carey Long, Sr., and modeled after the 
Pantheon in Rome. The first classes were held in the new building in 1813, the same year the 
College of Medicine of Maryland became the University of Maryland. In addition to its two 
expansive circular amphitheaters constructed one atop the other, Davidge Hall was built with 
dissecting cubbyholes, secret stairways and hidden exits that afforded early students and their 
professors safe passage from angry mobs. It is said that the 1812 British bombardment of Fort 
McHenry was viewed from the veranda of Davidge Hall, while in the harbor a few miles away 
Francis Scott Key was writing the "Star Spangled Banner." Davidge Hall was meticulously reno- 
vated in the early 1980s and recognized as a National Historic Place. In 1998 it was designated a 
National Historic Landmark. 

School of Medicine 

The Baltimore Infirmary, forerunner of the University of Maryland Hospital, was built oppo- 
site Davidge Hall in 1823, on the site of the present Baltimore Student Union. It was the first 
hospital founded by a medical school for the express purpose of clinical instruction. It was also the 
site of the first intramural residency program established in the United States. Senior medical 
students lived in the hospital while helping to care for patients. The building was still in active use 
until 1973, when its clinics were moved into the newly constructed north-wing addition to the 
University of Maryland Hospital (circa 1934) and the old building razed. 

In curriculum development, the University of Maryland School of Medicine enjoys a long and 
proud tradition as an innovative leader. Maryland was the first school to recognize the value of the 
basic sciences. In 1800, Dr. John Crawford was the first to vaccinate Baltimoreans against smallpox. 
As early as 1810, he had presented evidence of the contagious character of tuberculosis. The gift of 
Dr. Crawford's personal library became the nucleus of Maryland's extensive medical library. 

In 1833 the school introduced the first preventive medicine course. The techniques of auscul- 
tation and percussion were taught at the School of Medicine for the first time in Baltimore as early 
as 1841, and in 1844 Dr. David Stewart, the first professor of pharmacy in the United States, initi- 
ated his lectures at Maryland. In 1848, Maryland became the first school to require anatomical 
dissection, followed six years later by the introduction of compulsory courses in gross and micro- 
scopic pathology. Compulsory courses in experimental physiology and microscopy were intro- 
duced six years later. A milestone in cancer research occurred in 1853, when Maryland's Dr. 
Francis Donaldson became the first person in America to advocate biopsy and microscopic diag- 
nosis of malignancy. Maryland was the first to establish chairs in the diseases of women and chil- 
dren (1867) and diseases of the eye and ear (1873). 

Mergers with the Baltimore Medical College in 1913 and the College of Physicians and 
Surgeons in 1915 enabled the school to expand its clinical facilities and faculty. Early in the twen- 
tieth century, Drs. James Rowland and Louis Douglas initiated off-site obstetrical care and home 
delivery, prenatal clinics and an Rh blood-typing laboratory, significantly improving infant and 
maternal health. 

The School of Medicine has had its share of medical breakthroughs, including in more recent 
decades the first successful antibiotic treatment of Rocky Mountain spotted fever, the first cure for 
typhoid fever and the first laparoscopic ulcer surgery. In 1967, the school began one of the first 
formalized family practice residency programs in the country. In 1994, Maryland became the first 
medical school in the nation to integrate medical informatics into its curriculum. 

The R Adams Cowley Shock Trauma Center, which opened in 1961, serves as a worldwide 
model for emergency medical treatment. The University of Maryland Greenebaum Cancer Center 
is a strong participant in new drug development and research, and virtually every important drug 
used in oncology has been tested in this program. 

Today's University of Maryland School of Medicine is an exciting, vibrant institution where 
medical history continues to be written. 


The School of Medicine initiated a new curriculum with the 1994 entering freshman class. The 
new curriculum differs from the previous, more traditional curriculum in the following areas: the 
basic sciences are no longer taught as discipline-specific "courses" but are integrated and taught as 
"blocks," using interdisciplinary teaching with both basic and clinical science teachers. 
Committees chaired by faculty members from major block courses determine course content and 
teaching methodologies. Lectures, small discussion groups and laboratories are used with extensive 
time available for self-learning. Problem-based learning was tested in several blocks during the 
1994-95 academic year with more widespread use in the 1995-96 freshman year. The sophomore 
year also utilizes the interdisciplinary "blocks" approach as the freshman class moved into the 


second-year curriculum in 1995-96. There is a marked reduction in lecture hours with an 
emphasis on independent study with availability of mentors and learning resources. Another major 
change is a half-day course dedicated to the Introduction to Clinical Practice which was initiated 
at the inception of the 1994-95 freshman year and continues throughout the first two years. This 
course includes instruction in interviewing techniques, physical examination, intimate human 
behavior, ethical issues and the dynamics of ambulatory care delivery. Much of this two-year longi- 
tudinal experience is gained off-site in clinical settings. Changes within the last two years of medical 
education include a mandatory ambulatory month-long rotation in family medicine, emphasis on 
ambulatory teaching in all other clinical rotations, and a longitudinal half-day experience in a clin- 
ical setting in which the student will have continuity of care for patients and families. 

The ties between the medical school and the hospital enrich and enhance both medical education 
and health care. All physicians practicing at the University of Maryland Medical System and at the 
Faculty Professional Building have School of Medicine faculty appointments and are actively 
involved in the educational process in addition to supervising residency training for more than 600 
postgraduate positions at the University of Maryland Medical Center and affiliated hospitals. The 
Medical System includes a 724-bed teaching hospital, the Greenebaum Cancer Center and R Adams 
Cowley Shock Trauma Center on campus, as well as the James Lawrence Kernan and Deaton 
Hospitals off campus. 

Medical care and education are further enhanced by the location of the Baltimore Veterans 
Affairs Medical Center on this campus in a state-of-the-art hospital adjacent to the School of 
Medicine and the University of Maryland Medical Center. Together, these facilities serve as the 
major clinical training sites as well as sources of comprehensive health care for the local commu- 
nity and the state. The school also has established clinical affiliations throughout the region, giving 
students unusual flexibility in clinical experiences. 

In an effort to nurture more interest in basic research and to meet the increasing demand for 
physician-scientists, the school offers a combined MD/PhD program in 10 medical disciplines and 
an MD/MS program in preventive medicine. Although the schedule can be flexible, MD/PhD 
students typically complete the freshman and sophomore years of medical school, enroll as grad- 
uate students until PhD completion, and then begin their clinical clerkships. Combined MD/PhD 
degree studies can be completed within six to eight years. 

Medical students in the track leading to the MD/MS in preventive medicine may complete the 
dual-degree program in five years. The fifth year is counted as one year of preventive medicine resi- 
dency training by the American Board of Preventive Medicine. 

Graduate programs are offered at the master's and doctoral levels in the basic sciences. There is 
a baccalaureate program in medical and research technology, a master's program in physical 
therapy, a master's program in genetic counseling, as well as a number of interdisciplinary 
programs with both service and research components. 

Continuing education programs are sponsored for practicing physicians throughout the region. 

The School of Medicine offers students an excellent spectrum of resources and field experiences. 
Located along the Baltimore- Washington corridor, the school is in the midst of a great concentra- 
tion of health care institutions, research centers, government agencies and professional associations. 


The University of Maryland School of Medicine is one of the country's fastest growing research 
institutions, with total awards of $169.8 million in FY00. According to the Association of 
American Medical Colleges (1998-99), the School of Medicine ranked 9th among public medical 
schools in direct NIH funding, ranking in the top 20 percent of all public medical schools. 

School of Medicine 

That funding, combined with our faculty's expertise and cutting-edge research, has produced 
some remarkable breakthroughs: 

• Discovered genetic biomarker for earlier diagnosis of esophageal cancer that may lead to 
better, more effective treatment (2000). 

• Introduced Intensity Modulated Arc Therapy (IMAT), which delivers a higher, more 
uniform concentration of radiation that attacks tumors while sparing surrounding organs 
and tissues (2000). 

• First to offer new treatment for inoperable liver cancer, TheraSphere, a therapy that uses 
microscopic glass beads to deliver radiation directly to tumors (2000). 

• Discovered receptor in the brain that is key to understanding the blood-brain barrier — 
the nearly impenetrable interface between the bloodstream and the brain (2000). 

• Performed more kidney transplants than any other medical center in the U.S., and became 
the second largest center for pancreas transplants (1999). 

• Performed the most laparoscopic kidney removals from living kidney donors in the world 

• Developed first blood test to detect the enzyme telomerase, which can indicate the early 
spread of lung cancer (1999). 

• Developed a successful blood cleansing procedure to enable people on kidney dialysis to 
receive a kidney transplant without fear of immediate rejection (1999). 

• Discovered first clear link between autism and gastrointestinal disorders (1999). 

In the last several years the School has consistently produced more than 50 invention disclosures 
annually and over 50 patents since 1997, establishing Maryland as a hub for life sciences activity in 
the region. Technologies developed at the School of Medicine have formed the basis for at least five 
Baltimore-area companies. 

Other research projects are examining how intervention can make a difference for inner city 
youngsters trying to avoid the perils of HIV infection, drug use and street violence. Another 
project is tracking how intensive outreach can keep trauma victims from becoming repeat shock 
trauma patients. 

Community Service 

The School of Medicine's most important mission continues to remain the same after nearly 
two centuries, that of educating physicians to meet the health care needs of the people of Maryland 
and beyond. The School of Medicine is a vital part of the West Baltimore neighborhood in which 
it resides, and its faculty, staff and students are increasingly involved in activities that bring a better 
quality of life to its neighbors. 

Each year School of Medicine students provide hundreds of thousands of hours of service in 
hospitals, clinics, homeless shelters and schools throughout the state. Program involvement includes: 

• S.TO.P. AIDS — Student/Teacher Outreach Program — sends volunteer students into 
Baltimore City Public Schools to discuss HIV prevention. Thousands of West Baltimore 
elementary and middle school students have been taught about the disease's medical and 
social implications. 

• Domestic Violence Workshop - student volunteers sponsor a workshop that creates a 
heightened awareness of this complex problem and teaches future physicians how to spot 
the sometimes subtle signs of abuse. 

• Health Care and the Homeless Project — allows students to spend time at shelters such as 
South Baltimore Station, providing health care screening and education. 

Profile 5 

Faculty members provide countless uncompensated hours of primary and preventive care to the 
residents of Baltimore through programs such as: 

• Baltimore Alliance for the Prevention and Control of Hypertension and Diabetes — brings 
all of the resources of the University of Maryland physician community together to 
promote accessible, comprehensive hypertension and diabetes education, prevention and 
treatment strategies within the Baltimore community, with emphasis on the underserved. 

• Focus on Kids — a community/university partnership that addresses the many issues, 
including HIV, drug use and violence facing pre-adolescents and adolescents. 

• Paquin Family Health Center — a school-based health center at Paquin High School, 
Baltimore City's school for pregnant young women and teen mothers. Primary, pre- and 
post-natal care and psychosocial support are provided for mother and child. 

The Campus and Beyond 

The School of Medicine is an integral part of one of the country's first centers for professional educa- 
tion and research. Its urban campus, shared with six other professional schools and the Health 
Sciences and Human Services Library, the University of Maryland Medical System, the University of 
Maryland Biotechnology Institute's Medical Biotechnology Center and the Baltimore Veterans 
Affairs Medical Center, also hosts the Hope Lodge and Baltimore Ronald McDonald House, both 
offering low cost housing and a home-atmosphere for adult and pediatric outpatients and their fami- 
lies receiving medical treatment in the Baltimore area. 

Opportunities abound for faculty and students to join with other health and human service 
professionals in interdisciplinary study, informal discourse and collaborative clinical practice and 
research, offering students a wide selection of field experiences. 

In addition to professional opportunities, Baltimore offers a stimulating environment in which to 
live and study. Baltimore residents enjoy the sophistication of a large metropolitan city combined 
with easy accessibility to surrounding beaches, mountains and rural areas. The many attractions and 
resources of Washington, D.C., are less than a one-hour drive from Baltimore. 

Having been the setting for significant events in the history of our country and a renowned 
foreign-commerce seaport, Baltimore maintains a strong feeling of the past, typified by the many 
charming neighborhoods of restored houses and an abundance of historic monuments and buildings. 
Within easy walking distance of the campus is the nationally acclaimed Inner Harbor area where 
Harborplace, the National Aquarium, Maryland Science Center, and the Pier 6 Pavilion share the 
festival atmosphere of the harbor with hotels, shops and restaurants, water taxis, and pleasure and 
tour boats. Both restored and newly constructed townhouses and condominium complexes share the 
waterviews, excitement and atmosphere of downtown living. 

Warm weather months signal festival time in Baltimore with such annual offerings as Preakness 
Festival Week, Artscape, the Baltimore City Fair, the Flower Mart and the many ethnic festivals that 
celebrate the city's diverse populations. As a cultural center, Baltimore has offerings to please the most 
discriminating tastes, including a world-class symphony orchestra, excellent museums and libraries, 
professional theater, ballet and opera. 

For sports fans Baltimore boasts a varied menu. Offerings include American League Baseball with 
the Orioles, professional football with the NFL Ravens, indoor soccer and ice hockey, NCAA and 
club lacrosse, horseracing and steeplechase and polo in the suburban counties. The home of the 
Baltimore Orioles, Oriole Park at Camden Yards, is but a two-block stroll from our campus, and the 
PSI Net Stadium, home of the Super Bowl Champion Baltimore Ravens, is immediately adjacent to 
Camden Yards. There are numerous public golf courses in the city and surrounding counties, and 
the Baltimore harbor and nearby Chesapeake Bay offer unparalleled opportunities for boating, 
fishing and water sports. Gastronomy aficionados will delight in experiencing the seafood for which 
the region is famous. 

6 School of Medicine 

Admissions Information 


The University of Maryland School of Medicine is a participant in the American Medical College 
Application Service (AM CAS). All requests for a place in the first-year class must be initiated by 
an AMCAS application. AMCAS application request cards can be obtained from AMCAS, 
Section for Student Services, Association of American Medical Colleges, 2501 M Street, NW, 
Lobby-26, Washington, DC 20037-1300. In addition, they are usually available from the premed- 
ical advisory office at the undergraduate college. AMCAS application material is ready for distri- 
bution about mid-May of the year in which an individual plans to submit an application to the 
School of Medicine. 

For the School of Medicine, the AMCAS application is the first of a two-stage application 
process and is due in Washington by November 1. The Committee on Admissions thoroughly 
reviews the AMCAS application and, based on the information contained in it, determines whether 
the second stage (School of Medicine) application form will be sent. A non-refundable application 
fee ($50), payable to the University of Maryland School of Medicine, is sent only with submission 
of the second stage application form, which is due by December 1 . All applicants who are deter- 
mined to be residents of the state of Maryland are invited to submit a second-stage application. 
Nonresidents will either be sent second-stage application material or will be informed that the 
Committee on Admissions cannot continue the application process. 

The application form, supporting credentials and letters of recommendation should be filed as 
early as possible in the application period. Please do not have letters of recommendation sent prior 
to submission of the second-stage application. 

The applicant must assume responsibility for assuring that all required materials and the 
completed application packet are filed with and received by the Committee on Admissions. The 
applicant is expected to respond truthfully and completely to all questions on the AMCAS and 
School of Medicine application forms. An applicant who provides false or misleading information 
may be denied admission or, if enrolled before discovery of irregularity in the application process, 
may be dismissed from the School. 

Early Decision Program 

The University of Maryland School of Medicine has an Early Decision Program for applicants 
who are sure that their first choice of medical schools is the University of Maryland. The 
Committee on Admissions interviews selected early decision applicants and makes a decision on 
these students before considering the regular pool of applicants. By applying for early decision, the 
highly qualified applicant avoids having to make numerous other applications. Applicants with 
less competitive academic credentials, or those without the support of their premedical advisor, are 
discouraged from applying through this program. 

The early decision applicant must apply only to this school by the AMCAS deadline of August 
1. Applicants must provide all supplementary information by September 1. Interviews will take 
place at the medical school between mid-August and late September. No one will be accepted 
without an interview. If offered a place by this School, the applicant cannot apply elsewhere. All 
decisions for this program are made by October 1 . 

Admissions Information 

The Committee on Admissions can make one of three decisions for each early decision appli- 
cant: 1) acceptance; 2) rejection; or 3) placement into the regular applicant pool for review at a 
later time. Each applicant will be notified promptly of the Committee on Admissions' decision so 
that those not accepted through this program can apply elsewhere. 

Individuals who apply through the Early Decision Program cannot apply to any other medical 
school until they are notified that they have not been accepted through this program at the 
University of Maryland. 

Applicant Selection Criteria 

Academic achievement, extracurricular activities, personal characteristics, recommendations from 
the premedical committee or college instructors, scores on the Medical College Admissions Test 
(MCAT) and personal interview all are considered in the committee's evaluation of an applicant. 
Academic achievement and/or high MCAT scores do not in themselves ensure acceptance. Of 
significant concern to the Committee on Admissions are the applicant's character, personality and 
potential to perform as a medical student and as a future physician. Personal integrity, emotional 
maturity and stability, motivation, interests and activities outside the classroom and interpersonal 
and communication skills are all carefully evaluated. Candidates for the MD degree must have the 
attitudes, knowledge and skills to function in a broad variety of interpersonal situations and to 
render a wide spectrum of patient care. Proficiency in both written and spoken English is required. 
A copy of the School of Medicine's policy on Essential Requirements for Admission, Academic 
Advancement and Graduation is available upon request. 

Applications from persons with outstanding credentials from other areas of the United States and 
Canada are welcome and will receive all possible consideration. Preference in the selection process 
is given to residents of the state of Maryland. Applications can be processed only from citizens of 
the United States and Canada or from individuals who reside in this country on a permanent resi- 
dent visa. Occasionally an applicant residing in the United States holds a visa permitting him or her 
to live in the United States indefinitely and to establish residency in one of the states. Applications 
are accepted from these individuals. Those on a time-limited visa, such as a student visa, are not 
eligible for admission to the School of Medicine. 

Admission to the First-Year Class 

The student should plan a four-year undergraduate curriculum with a suitable arts or science 
major leading to a bachelor's degree. The Committee on Admissions encourages all applicants to 
pursue a course of study that is rigorous, scholarly and focused on areas that are intellectually chal- 
lenging and interesting to the applicant. The Committee on Admissions seeks to admit students 
with diverse academic backgrounds. 

A minimum of 90 semester hours of acceptable college credit is required, exclusive of physical 
education and military science. These must be earned in colleges or universities whose names 
appear on the current list of Accredited Institutions of Higher Education as compiled by the 
National Committee of Regional Accrediting Agencies of the United States. The only courses 
accepted are those that are approved for credit towards a degree by the university or college 
attended. Preparation at a foreign college or university must be supplemented by two years or 
more of work in an approved university or college in the United States. 

Successful completion of the following courses and credits is required prior to matriculation at 
the School of Medicine: 

8 School of Medicine 


Semester Hours 

Biological sciences 


with lab 

General chemistry 


with lab 

Organic chemistry 


with lab 

General physics 


with lab 



A grade ofC or better is mandatory for all required courses. 

No more than 60 hours can be accepted from accredited junior colleges and then only if these 
credits are validated by a college offering a Bachelor of Arts or Science degree. Advanced place- 
ment credits for science courses taken in high school may be accepted if the applicant's college 
(which grants the bachelor's degree) has given college credit for those courses. Other exceptions 
may be granted at the discretion of the Committee on Admissions. 

Selected students who enter the School of Medicine from colleges that usually grant a baccalau- 
reate degree after the successful completion of the first year of medical school are responsible for: 

(1) providing a certificate from the college or university certifying eligibility for this degree; and 

(2) meeting all requirements of the School of Medicine for advancement to the second year. 
The MCAT must be taken no later than fall of the year preceding the desired year of entrance 

and must be taken within four years of the anticipated date of matriculation. Applicants should 
write to the MCAT Program Office, 2255 North Dubuque Road, PO Box 4056, Iowa City, Iowa, 
52243, for further information and registration forms, or to the Committee on Admissions, 
University of Maryland School of Medicine, 655 W. Baltimore Street, BRB 1-005, Baltmore, 
Maryland, 21201, (410) 706-7478. 

A letter of recommendation from the undergraduate premedical committee or an officially 
designated premedical advisor is required. If the applicant's undergraduate college or university 
does not have a premedical committee or advisor, three letters of recommendation are required 
from faculty who have taught the applicant. Two of these letters must come from instructors who 
have taught the applicant in the sciences. Applicants who have earned advanced degrees or who 
have been out of school for a significant length of time should submit a letter of recommendation 
from each component of their education or major work-related experience. Letters of recommen- 
dation should be submitted by individuals qualified to evaluate the applicant's accomplishments, 
productivity and character in an objective and critical manner. All letters of recommendation 
should be sent directly to the Committee on Admissions. They are not to be sent to AM CAS. 

Each applicant's credentials are evaluated by the Committee on Admissions to determine if an 
interview is to be granted. All interviews are conducted at the University of Maryland School of 
Medicine. These interviews are scheduled in advance by invitation. 

In its selection process, the Committee on Admissions must use the applicant's residency status 
that is in effect on the last day applications can be received (December 1). The University of 
Maryland Baltimore Office of Records and Registration is responsible for all decisions regarding 
residency. All questions, complaints and appeals regarding residency status should be directed to 
that office: 621 West Lombard Street, Baltimore, Maryland 21201-1575; (410) 706-7480, not to 
the School of Medicine Office of Admissions. Nonresidents who matriculate at the School of 
Medicine should plan to maintain that status throughout the four years of medical school. Current 
standards for reclassification to in-state status are rigorous and make reclassification difficult. 

For further information regarding the admissions process in general, the applicant is referred to 
a booklet entitled "Medical School Admissions Requirements," which can be obtained from: 

Association of American Medical Colleges 
Membership and Publication Orders 
2450 N Street, NW 
Washington, DC 20037-1131 

Admissions Information 9 

Advanced Standing Policy 

Students who have attended a Liaison Committee on Medical Education (LCME) accredited 
medical school in the United States or Canada are eligible to file application for admission to the 
third year class only. Applications must be submitted between February 15 and May 1 of the desired 
year of admission. Applicants for advanced standing must meet all of the current first year entrance 
requirements and must present undergraduate credentials comparable to those of students in the 
third year class into which they are attempting to transfer. Applicants will be considered for transfer 
only if they have attended a medical school with a curriculum that is comparable to that offered at 
the University of Maryland School of Medicine. All applicants must pass Step I of the United States 
Medical Licensing Examination before they will be allowed to matriculate at the School of 
Medicine. Residents of Maryland will be given preference in the selection process. The number of 
transfers accepted will be limited by attrition. 

All applicants must furnish letters of recommendation from the dean and faculty of the medical 
school where they are currently enrolled. No student who has been dismissed from any medical 
school will be eligible for advanced standing unless his/her former dean submits a letter addressed 
to the Committee on Admissions confirming that the student has been reinstated in good standing 
and is eligible for promotion. No student can be considered who is not eligible for promotion at 
the time of transfer. 

Persons who already hold the degree of Doctor of Medicine cannot be admitted to the medical 
school as candidates for that degree from this University. Individuals whose graduate work has 
been in the fields of osteopathic medicine or podiatric medicine are not eligible for advanced 
standing. Individuals whose graduate work has been in the field of dentistry may apply for 
advanced standing through the Oral-Maxillofacial Surgery/MD Program. Information regarding 
the combined degree program can be obtained by writing to: 

Dr. James Hupp 

c/o Mrs. Antoinette Saunders 

Advanced Dental Education 

Office of Admissions and Student Affairs 

Baltimore College of Dental Surgery 

666 West Baltimore Street 

Room 4-A-22 

Baltimore, MD 21201 

10 School of Medicine 

Financial Information 

Determination of In-State Status 

An initial determination of in-state status for admission, tuition and charge-differential purposes will 
be made by the university at the time a student's application for admission is under consideration. 

The University of Maryland Baltimore Policy for Student Residency Classification for 
Admission, Tuition and Charge-Differential Purposes was changed effective with the fall 1991 
semester. There are several significant changes in the criteria for determining eligibility for in-state 
status. Students currently classified as nonresidents are encouraged to review this policy. Copies of 
the policy are available at the Registrar's Office, Office of Records and Registration, room 326, 
Baltimore Student Union, (410) 706-7480. 

Tuition and Fees (1998-99 academic 

year schedule) 

Per Semester 

Per Year 

Application Fee/Matriculation Fee * 


$ 50.00 

Tuition — In-State 



Tuition — Out-of-State 



Student Activities Fee 



Transportation Fee 



Hospital Insurance (Individual) ** 



Student Liability Insurance *** 



Supporting Facilities Fee 



Disability Insurance 



Dormitory Fee **** Contact Housing 

Graduation Fee — Seniors 


Student Government Fee 



Hepatitis Vaccine (First Year) 


TB Screening 


Laptop Computer - First Year 



Second Year 



(Billed for four semesters) 

Late Payment Fee 5% or $100.00 Maximum 

* An application fee of $50 should be submitted with the formal application to the School of Medicine. This 
fee will be applied against the matriculation fee for accepted students. A partial tuition prepayment may 
be required before matriculation. 
** Hospital insurance is required of all full-time students. A brief outline of the student health insurance program 
is furnished to each student. Students with equivalent insurance coverage must provide proof of such coverage 
by September 15 for fall registration and by February 15 for spring registration to Student and Employee 
Health at the time of registration to obtain a hospital insurance waiver. Rates quoted are subject to change. 
*** Student liability (malpractice) insurance is required of all students. 
**** Rate based on 10-month year. Transient rates available for summer. 
NOTE: Costs are subject to change without prior notice. 

Financial Information 



The application and/or matriculation fee partially defrays the cost of processing applications for 
admission and enrollment data in the professional schools. These fees are not refundable. 

The tuition charges meet a portion of the costs for the educational program and supporting 

Student activities fees are used to meet the costs of various student activities, student publica- 
tions and cultural programs. The Student Government Association, in cooperation with the 
Dean's Office, recommends expenditure of the fees collected. 

The supporting facilities fee is used in support of the expansion of various facilities on campus 
that are not funded or are partially funded through other sources. 

The transportation fee helps to expand and enhance parking and shuttle services. 

Diploma fees are charged to help defray costs involved with graduation and commencement. 

Tuition and fees are due prior to the first day of class or a late payment fee of 5 percent, not to 
exceed $100, will be automatically added to the bill. On or before the due date, an installment 
payment plan is available to students with a balance over $500. The plan divides payments into 
three equal installments, the first paid by the due date and the balance in succeeding 30-day 
installments. The installment payment plan must be arranged in person in the student accounting 

All checks and money orders should be made payable to the University of Maryland for the 
exact amount of the actual bill. 

A service charge is assessed for dishonored checks returned unpaid by the drawee bank because 
of insufficient funds, stopped payment, postdating or drawn against uncollected items. 

• For checks up to $24.99 — $5 service charge 

• For checks from $25 and up — $25 service charge 

Late registration fees defray the cost of special handling involved for those who do not complete 
their registration on the prescribed days. No diploma, certificate or transcript will be issued to a 
student until all financial obligations to the University have been satisfied. 

The University reserves the right to make such changes in fees and other charges as may be 


To attend classes at the University of Maryland Baltimore campus it is necessary to process an offi- 
cial registration. All students are required to register each term in accordance with current regis- 
tration procedures. The balance of tuition and fees is due and payable on the dates specified for 
registration. Registration is not completed until all financial obligations are satisfied. Students who 
do not complete their registration, including the payment of their bill on the registration days, will 
be subject to a late registration fee. 

Courses taken concurrently with a University of Maryland Baltimore registration at another 
campus or institution must have program approval in advance by the appropriate University of 
Maryland Baltimore officials. Off-campus registration forms are available in each dean's office and 
in the Office of Records and Registration. 

Although the University regularly mails bills to advance-registered students, it cannot assume 
responsibility of their receipt. If any student does not receive a bill prior to the beginning of a 
semester in which he or she has advance-registered, it is that student's responsibility to contact 
student accounting in the Administration Building during normal business hours. 

12 School of Medicine 

Students who arena-register or advance-register and subsequently decide not to attend must 
notify the Office of Records and Registration, room 326, Baltimore Student Union, in writing, 
prior to the first day of instruction. If this office has not received a request for cancellation by 5:00 
p.m. of the last day before instruction begins, the university will assume the student plans to 
attend and accepts the financial obligation. 

After classes begin, students who wish to terminate their registration must submit an applica- 
tion for withdrawal to the Office of Records and Registration. Students are liable for all charges 
applicable at the time of the withdrawal. 

If a satisfactory settlement or agreement for settlement is not made with the business office 
within 10 days after a payment is due, the student is automatically barred from attendance at 
classes and will forfeit the other privileges of the School of Medicine. 


Students who wish to leave the School of Medicine at any time during the academic year are 
required to file a letter of resignation with the dean. In addition, an Application for Withdrawal 
form bearing the proper signatures must be filed with the Office of Records and Registration. The 
student must satisfy the authorities that he or she has no outstanding obligations to the school and 
must return his or her student identification card. 

If the above procedures are not completed, the student will not be entitled to honorable 
dismissal and will forfeit the right to any refunds to which that student would otherwise be enti- 
tled. The date used in computing refunds is the date the Application for Withdrawal is signed by 
the dean. 

Academic Standing 

Students who voluntarily withdraw during an academic semester will be given no credit. Students 
are not permitted to resort to withdrawal in order to preclude current or impending failures. Their 
standing on withdrawal will be recorded at the Office of Records and Registration. Students who 
withdraw from the medical school and later desire readmission must apply to the Committee on 
Admissions unless other arrangements have been made with the dean's written consent. 


Refund requests of students officially withdrawing from the school must be processed through the 
Office of Records and Registration. The amount of tuition and fees to be refunded to the student 
is dependent on time completed in the relevant semester. 

In accordance with federal regulations, there are two refund policies in effect at the University 
of Maryland Baltimore. 

I. First-time students 

A. Students who have registered and are attending UMB for the first time; i.e., who have 
registered for their first semester on this campus, and withdraw on or before the sixty 
percent point of enrollment (e.g., during or before the ninth week of a fifteen-week 
semester) will be refunded according to the required pro rata formula. (After the sixty 
percent point in the semester, no refund is due the student). 

Financial Information 13 

B. Pro rata refunds require the University to return an amount proportional to the 
portion of the enrollment not yet completed by the student. In the case of uneven 
portions of enrollment remaining, the refund is rounded down to the nearest ten 
percent. Any unpaid charges are deducted from the refund amount. If the student has 
received aid for the semester, the aid is repaid first; any remaining balance goes to the 

II. All students not first-time 

A. Students not enrolled in their first semester are eligible for refunds upon withdrawal 
according to the following schedule: 

• Withdrawal on or before the first scheduled day of class; 100% refund and cancel- 
lation of registration. 

• Withdrawal after the first scheduled day or class through 10% of the semester — 
90% refund. 

• Withdrawal after the first 10% through the first 25% of the semester — 50% refund. 

• Withdrawal after the first 25% through the first 50% of the semester — 25% refund. 

• Withdrawal after the first 50% of the semester — no refund. 

Schedules indicating the cut-off dates each semester for every level of refund will be 
made available by the Office of Student Accounts. 

B. Withdrawing students who received financial aid to pay for the tuition and fees 
assessed will have refunds returned to the aid program from which the charges were 
paid in the following order: 

Federal Unsubsidized Stafford Loan 

Federal Subsidized Stafford Loan 

Federal PLUS Loan 

Federal Perkins Loan 

Federal Pell Grant 

Federal Supplemental Education Opportunity Grant 

Institutional Loans, HPSL, etc. 

Maryland State Scholarship Programs 

Institutional Scholarship Programs 

Private Scholarship Programs 

• Refund amounts over and above those amounts repaid to the various aid programs 
will be returned to the student. 

• In calculating the federal refund, any unpaid charges owed by the student will 
remain as the student's responsibility and will not be covered by any federal aid 

Additional Notes: 

• Aid that has been awarded and certified before the withdrawal date may be used 
to pay required tuition and fees, even if it has not yet been disbursed. 

• Federal financial aid recipients who cease to attend classes without officially with- 
drawing through the Office of Records and Registration will have an unofficial 
withdrawal date determined for them by the financial aid office on a case-by-case 
basis, and that date will then be used in calculating the refund. 

14 School of Medicine 

Leaves of Absence 

Students who are in good standing may be granted a one-year leave of absence with permission 
from the dean. Longer leaves can be arranged only under special circumstances with the exception 
of those students in the combined MD/PhD program. 

Required Equipment 

Dissecting Instruments: At the beginning of the first year, all freshmen must possess a complete 
set of dissecting instruments similar to those on display at the campus bookstore. 

Laptop Computer: Entering freshman will be required to purchase/lease a laptop computer from 
the University of Maryland. Information regarding specific system requirements and purchasing, 
leasing and financing options will be provided in June each year. Students are advised not to 
purchase a laptop computer outside the University. 

Microscope: Microscopes will be provided by the medical school. 

Other Equipment: By the second year, medical students are required to have an ophthalmoscope, 
otoscope, a blood pressure cuff and stethoscope. The estimated cost of these items, plus other 
essentials such as lab coats, is $400 to $450. 

Financial Assistance 

The School of Medicine's financial aid program is available to medical students who demonstrate 
financial need. Aid programs are centrally administered by the Office of Student Financial Aid, 
located in the Baltimore Student Union. To qualify for aid, students must apply annually and 
continue to meet certain eligibility requirements. To apply for financial aid, complete a Free 
Application for Federal Student Aid (FAFSA) and send it to the Federal Processing Center or apply 
online at To obtain an application, call or visit the Office of Student 
Financial Aid. 

Student Financial Aid 

University of Maryland Baltimore 

621 West Lombard Street 

BSU Room #334 

Baltimore, Maryland 21201 

(410) 706-7347 


Aid packages often include a combination of loans, grants, scholarships and part-time 
employment designed to meet a student's needs. In addition to school resources, outside funding 
agencies make financial assistance available to qualified medical students. Priority filing date is 
March 15. 

Student assistance is awarded on the basis of demonstrated financial need. Eligibility for finan- 
cial aid is dependent upon the student maintaining satisfactory academic progress. When deter- 
mining the amount to be awarded, the following are considered: (1) income, assets and resources 

Financial Information 15 

of the student; (2) support available to the student from non-university sources; and (3) the costs 
reasonably necessary for full-time attendance at the school. Some programs also consider income, 
assets and resources of the student's parents. 

University and Medical School Funds 

University Grants: Need-based grants awarded by Financial Aid Office. 

Medical Alumni Association: Interest-free loans are available to students on the basis of financial need. 

Private and Endowment Funds: From bequests and private donations, the School of Medicine 
has established private and endowment accounts to provide fellowships, scholarships and loans for 
students on the basis of their academic achievement and financial need. The amounts of these 
fellowships, scholarships and loans vary and are awarded on an annual basis in accordance with 
school policy. 

The availability of support from each of the funds listed below is dependent upon the income 
generated. Moreover, since many of the funds are governed by specific provisions set forth by the 
donors, awards must be made accordingly. 


APPM Auxiliary Scholarship 

Balder Scholarship Fund 

James E. Bond Memorial Fund 

Dr. Robert W. Buxton Scholarship 

Class of 1969 Scholarship Fund 

Percy M. Chaimson Scholarship Fund 

Israel and Cecilia E. Cohen Scholarship 

Dr. William H. Crim Scholarship 

Isaac C. Dickson Scholarship Fund 

Dodge Fund 

Marcia Thomas Duncan Medical Scholarship 

A. Lee Ellis Scholarship 

Arthur Wright Erskine Scholarship 

Dr. John E. Esnard Endowment 

Sharon Fox Scholarship 

Samuel Leon Frank Scholarship 

Milton Ginsberg Scholarship Fund 

Harry Gudelsky Fund 

Horace Bruce Hetrick Scholarship 

Margaret A. Hicks Scholarship 

Charles M. Hitchcock Scholarship 

Donald J. Hobart Scholarship 

G. D. Jackson Scholarship 

Leo Karlinski Scholarship 

Elsie Larrimore Scholarship 

Emmett and Ruth Light Scholarship 

Dr. Alex J. and Clara Maysels Scholarship 

Dr. James N. McCosh, Jr. Memorial Scholarship 

16 School of Medicine 

Nataro Family Scholarship Fund 

Frederick and Anne Nichols and Edwina Justin Fund 

Henry Rolando Scholarship Fund 

Morton and Elaine Schwartz Scholarship 

David Street Memorial Scholarship 

Dr. Charles Robert Thomas 

Michael Vinciquerra Trust Scholarship 

Clarence and Geneva Warfield Scholarship 

Walter N. Winters Scholarship 

Randolph Winslow Scholarship 

W R. Winslow Residency Trust 

Henry Zoller, Jr. Scholarship 


Balder Foundation Fund 

Class of 1916 Memorial Loan Fund 

Class of 1935 Student Loan Fund 

Jay W Eaton Loan Fund 

Dr. Wetherbee Fort Loan Fund 

Gold-Steinberg Memorial Loan Fund 

Isaac Gutman Loan Fund 

Sean Peter Houlihan Memorial Fund 

Robert Wood Johnson Foundation Loan Fund 

WK. Kellogg Loan Fund 

William and Sarah Kraut Loan Fund 

Michael H. Lipman Loan Fund 

Joseph Lipskey Loan Fund 

Jacob B. and Shirley K. Mandel Loan 

Drs. Charles W and Kathleen R. McGrady Student Loan Fund 

Medical Alumni Association Student Loan Fund 

Edward and Lina Meirhoff Loan Fund 

Dr. William B. Rogers Student Loan Fund 

Jessie Smith Noyes Loan Fund 

Charles Pfizer Loan Fund 

Dr. F. Mason Sones Jr. Memorial Student Loan Fund 

Webster M. Strayer Loan Fund 

Jimmie Swartz Foundation Loan Fund 

Jay Whitman Memorial Student Loan Fund 

Outside Sources 

Central Scholarship Bureau offers interest-free loans in amounts up to $3,500 per year 
(maximum total of $8,000) to qualified Baltimore City and Baltimore County residents. 

Central Scholarship Bureau 

c/o #108 Bristol House Apartments 

4001 Clarks Lane 

Baltimore, Maryland 21215 

(410) 358-8668 

Financial Information 17 

Primary Care Loans may equal tuition plus $2,500 annually. Interest accrual at 5 percent and 
principal payments are deferred until one year after graduation at which time both interest and 
principal payments begin. Both interest and principal may also be deferred for internships and 
residencies and for up to three years of service in the uniformed services (including National 
Health Service Corps) and the Peace Corps. Interest accrues from beginning of repayment period. 
Recipients must enter and complete a residency training program in primary health care no later 
than four years after graduation from the institution. Recipients must also practice primary health 
care until the loan is repaid in full and provide annual certification that they are practicing primary 
health care. Primary health care is defined as family medicine, general internal medicine, general 
pediatrics, preventive medicine or osteopathic general practice. 

Maryland State Scholarship Administration offers one-year Maryland Professional School 
Scholarships of $200-$ 1,000, which can be sought for subsequent years by proper reapplication. 
Senatorial and House of Delegates awards are also available. To apply, students should complete 
the Federal Renewal Free Application for Federal Student Aid or the Free Application for Federal 
Student Aid. 

National Medical Fellowships are need-based awards to minority medical students. For further 
information and applications write: 

National Medical Fellowships 

250 West 57th Street 

New York, New York 10019 

Federal Work-Study Program provides jobs for students who need financial aid and who choose 
to earn part of their educational expenses. Jobs are arranged either on or off campus with a public 
or private nonprofit agency. Eligible students may be employed for as many as 20 hours per week. 
To be eligible for Federal Work-Study a student must apply for financial aid and demonstrate 
financial need. 

Federal Perkins Loans (formerly known as National Defense/Direct Student Loans) are made by 
the University to students. The aggregate legal loan maximum is $30,000 (including undergrad- 
uate borrowing). The annual interest rate is 5 percent. Interest does not accrue until repayment 

Federal Subsidized Stafford Loans (formerly Guaranteed Student Loans) are made by private 
lenders. The annual legal loan maximum for graduate students is $8,500. The aggregate loan limit 
is $65,500 including graduate and undergraduate debt. Current interest rate for new borrowers 
will be variable, but not higher than 8.25 percent. Interest does not accrue until repayment begins. 

Federal Unsubsidized Stafford Loans are made by private lenders. Medical students may borrow 
up to $30,000 a year with an aggregate limit of $179,000. The interest rate is variable and will be 
adjusted annually, with a 8.25 percent cap. Interest will accrue on the loan from the date of 
disbursement and may be paid quarterly or annually, or will be capitalized. 

Alternative Loans are designed to meet the remaining student's eligibility after both Federal 
Subsidized and Unsubsidized Stafford Loans have been borrowed. Alternative loans are credit 
based. Students are strongly encouraged not to borrow this loan unless absolutely necessary. 

Federal regulations governing financial aid are subject to change, and it is suggested that interested 
applicants contact the Financial Aid Office to ensure having the most recent information. 

18 School of Medicine 

Academic Information 


The University of Maryland Baltimore is accredited by the Middle States Association of Colleges 
and Schools. The School of Medicine is accredited by the Liaison Committee on Medical 
Education, the accrediting body for the Association of American Medical Colleges and the 
American Medical Association. 

General Rules 

The University of Maryland School of Medicine authorities reserve the right to make 
changes in requirements for admission, curriculum, standards for advancement and gradu- 
ation, fees and rules and regulations. 

Matriculants are required to accept the provisions of the Judicial Board and agree to 
assume its obligations prior to registration. 

Students who report for classes later than one week after the scheduled time will be 
permitted to begin work only by permission of the dean. Attendance at all scheduled 
classes is expected. 

Notice of change of address should be submitted promptly to the Office of Student Affairs 
and to the Office of the Registrar. 

All new students, whether they are admitted to the first-year class or with advanced 
standing, are expected to attend an orientation for new students. 

Grades and Promotion 

Final grades for courses in all four years are recorded as follows unless otherwise specified by course 

A Excellent 

B Very Good 

C Satisfactory 

D Unsatisfactory — "D" grades are remediable only by examination or other appropriate 
remediation with a maximum grade of "C" possible on the portion of the course reme- 
diated. The final grade will be determined by the course director. 

F Fail — Requires repeat of the course or an approved equivalent. 

Inc Incomplete — This designation is used only when mitigating circumstances exist; e.g., 
illness or unavoidable absence has prevented the student from completing the course on time. It is 
to be viewed as a non-prejudicial entry on the student's record; the grade "Inc" remains on the offi- 
cial student transcript. 

An award of "Honors" is given to a student who receives a final grade of "A" and performs at a 
clearly outstanding level and/or who performs an additional scholarly effort. Specific criteria for 
honors are determined by the course director or course committee. 

Academic Information 19 

Other grading policies by specific courses such as Pass/Fail grading are announced to the class 
at the beginning of the course. 

In addition to the final objective grade and the "Honors" category, the student's overall 
performance is evaluated subjectively The new curriculum, with added small group activities and 
problem-based learning groups, allows for such assessment in the basic science years. Clinical years' 
activities are in small groups with close mentoring. A passing grade in any course may be contin- 
gent upon a certain level of attendance and participation above and beyond examination perform- 
ance. Appropriate evaluation forms are designed for this purpose. 

Established rules for advancement and dismissal during all four years have been approved by 
the faculty and student body representatives of the School of Medicine Council. All regulations 
related to grading, advancement and dismissal are included in the Academic Handbook given to 
all entering students at orientation. 

The faculty reserves the right to determine whether a student may withdraw, repeat, advance or 
graduate on academic or moral and personal grounds, including traits of character. 

Equal Opportunity 

The University of Maryland Baltimore is actively committed to providing equal educational and 
employment opportunity in all of its programs. It is the goal of the University to assure that 
women and minorities are equitably represented among the faculty, staff and administration of the 
university, so that its work force reflects the diversity of Maryland's population. 

All employment policies and activities of the University of Maryland Baltimore shall be consis- 
tent with federal and state laws, regulations and executive orders on nondiscrimination on the 
basis of race, color, religion, age, ancestry or national origin, sex, sexual orientation, handicap, 
marital status and veteran status. Sexual harassment, as a form of sex discrimination, is prohibited 
among the work force of the university. 

Unethical Conduct 

In order to matriculate and/or graduate, students must be of good moral character, consistent with the 
licensure requirements of the state of Maryland for physicians, and must demonstrate character traits 
consistent with competent performance as a physician. The school reserves the right to dismiss or fail 
to graduate any student whose actions or overall academic performance, including clinical perform- 
ance, do not demonstrate good moral character and ability to function effectively as a physician. Such 
action may be taken notwithstanding a student's compliance with standards for advancement and 
graduation set out in the School of Medicine grading policy. 

Graduation Rate 

The School of Medicine's graduation rate is 97%. This figure represents those students actively 
pursuing their MD degree. They do not include those students in the MD/PhD track (usually six 
years) or those students who are granted a year off to engage in research, etc. 

20 School of Medicine 

Salary and Employment Information 

A high percentage of graduates enter the practice of medicine after completion of residency 
training. There appears to be a moderate excess of physicians in some disciplines of medicine and 
in some geographic areas. However, the overall need for persons holding the MD degree is such 
that all graduates of the School of Medicine may expect a satisfactory income. 

Prizes and Awards 

• American Medical Women's Association Scholarship Achievement Awards are presented to 
women students who graduate in the top 10% of their class, or, under the non-graded 
system, are honor graduates. 

• The Elijah Adams Award for Excellence in Biological Chemistry is presented to the 
freshman medical student who has achieved an honors grade in the biochemistry and 
molecular biology course and has written a paper judged of the highest quality by the 
faculty of the department. 

• The Wayne W Babcock Award for Excellence in Surgery is awarded to a graduating senior 
for outstanding performance in surgery. 

• The Balder Scholarship Award for Outstanding Academic Achievement is presented to the 
graduating senior with the highest academic record throughout the medical course. 

• The Leslie B. Barnett Memorial Medical Student Research Fellowship is a competitive 
award to provide funding for a student to conduct research. 

• The Eugene Sydney Bereston Award for Excellence in Dermatology is awarded to the 
graduate with outstanding accomplishments and interests in dermatology. 

• The J. Edmund Bradley Award for Excellence in Pediatrics recognizes the graduate with 
both the leading academic record in pediatrics and the characteristics most admired in a 

• The Eugene B. Brody Award for Excellence in Psychotherapy honors a graduate with 
outstanding skill in psychotherapy. 

• The C. Jellef Carr Award for Excellence in Pharmacology is presented to the sophomore 
medical student who has achieved an honors grade in the medical pharmacology course 
and has written a paper judged of the highest quality by the faculty of the department. 

• The Louis, Ida and Samuel Cohen Award for Personal Attributes of Scholarship, Ability 
and Compassion for Patients is presented to a graduate with superior scholarship and 
scientific knowledge of internal medicine and understanding and compassion for patients. 

• The Dean's Award for Excellence in Research is presented to the graduating senior who 
has performed the most notable research during the course of the standard MD program. 

• The Donaldson Prize for Excellence in Pathology honors the graduating senior who has 
demonstrated excellence in didactic and laboratory work in the discipline of pathology. 

Academic Information 21 

• The Louis Harriman Douglass Award for Excellence in Obstetrics and Gynecology recog- 
nizes the graduating senior with an outstanding academic record and a particular interest 
in obstetrics and gynecology. 

• The Robley Dunglison Award for Excellence in Preventive Medicine honors the gradu- 
ating student who has demonstrated outstanding competence in the fields of preventive 
medicine and public health. 

• The Society for Academic Emergency Medicine Award for Excellence in Emergency 
Medicine recognizes the senior who has captured the essence of the ideal emergency physi- 
cian by demonstrating high skill, equanimity and kindness in an environment which 
requires quick, clear thinking and action. 

• The Faculty Gold Medal for Outstanding Qualifications for the Practice of Medicine 
honors a graduate with outstanding scholarly accomplishments and those qualities of 
humanity and dedication most desirable in a physician. 

• The Jacob Finesinger Award for Excellence in Psychiatry honors the graduate who has 
demonstrated outstanding skills in general psychiatry. 

• The Harlan I. Firminger Award for Excellence in General and Systemic Pathology is 
presented to the student with the highest performance in the sophomore pathology 

• The A. Bradley Gaither Memorial Award for Excellence in Genito-Urinary Surgery recog- 
nizes the graduate who excelled during the senior clerkship in genito-urinary surgery. 

• The Geriatrics and Gerontology Education and Research Program Award for Excellence in 
the field of aging recognizes a professional undergraduate or graduate student who has 
demonstrated outstanding interest and commitment to the care of older persons. 

• The Dr. Sheldon E. Greisman Award is presented to the student whose performance in 
the first-year physiology course is deemed outstanding. 

• The Dr. Jeremy Hallisey Prize awarded at commencement to graduating students pursuing 
a career in anesthesiology who best demonstrate the quality of compassion. Provided no 
graduating seniors pursuing a career in anesthesiology, the prize shall be awarded to gradu- 
ating seniors pursuing a career in surgery who best demonstrates the quality of compas- 

• The William Alexander Hammond Award for Excellence in Neurology is awarded to the 
graduating senior with outstanding accomplishments in neurology. 

• The Healthcare Foundation of New Jersey Humanism in Medicine Awards is given to a 
graduating senior who promotes the integration of humanism in the delivery of care to 
patients and their families. 

• The Dr. Martin Helrich Prize for Excellence in Anesthesiology recognizes the graduate 
with the highest academic distinction during the senior clerkship in anesthesiology. 

22 School of Medich 

• The Dr. Leonard M. Hummel Memorial Award for Excellence in Internal Medicine honors a 
graduate with outstanding qualifications in internal medicine. 

• The William D. Kaplan, MD award is presented to a graduating senior who best 
combines humanism with the clinical study of medicine. 

• The Edward J. Kowalewski Award for Excellence in Education and Training in Family 
Practice is presented to the fourth-year student who has demonstrated special interest and 
high academic achievement in family practice. 

• The Abraham Lilienfeld Award in Epidemiology and Biostatistics is awarded to the gradu- 
ating student with an outstanding performance in the courses given by the department in 
the first two years of medical school. 

• The William H. Mosberg, Jr., MD Award for Neurosurgery is awarded at commencement 
to a student who demonstrates academic excellence as well as personal distinction. 

• The Dr. I. Earl Pass Memorial Award for Exceptional Proficiency in Internal Medicine 
recognizes a member of the graduating class with an outstanding performance in medi- 

• The Dr. Milton S. Sacks Award in Hematology is awarded to the graduate with the most 
distinguished record in hematology. 

• The Society for Academic Emergency Medicine Award for Excellence in Emergency 
Medicine is given to the senior medical student who has captured the essence of the ideal 
emergency physician by demonstrating high skill, equanimity, and kindness in an environ- 
ment which requires quick, clear thinking and action. 

• The Student National Medical Association Service Award is presented to the graduating 
senior who has demonstrated leadership in the Student National Medical Association and 
made outstanding contributions to the minority community. 

• The Summa, Magna and Cum Laude Awards of Honor are presented to those candidates 
for graduation who have exhibited outstanding qualifications for the practice of medicine 
during their four academic years. 

• The Uhlenhuth Award for Excellence in the Anatomical Sciences is awarded in recogni- 
tion of the graduate with the highest academic record in the anatomical sciences. 

• The Rudolf Virchow Award for Research in Pathology is awarded to graduates who have 
made outstanding contributions to research in the field of pathology. 

• The Joseph E. Whitley Award is given for academic excellence in radiology. 

• The Hans R. Wilhelmsen Prize for Outstanding Achievement in Surgery is awarded to the 
graduate with the highest academic record in surgery. 

• The Charles L. Wisseman Jr., Award for Excellence in Microbiology and Immunology is 
presented to the student with the highest academic record in microbiology. 

Academic Information 23 

• The Theodore E. Woodward Prize in Internal Medicine is the highest award in internal 
medicine. It is presented to the graduate who has an excellent academic record in the 
discipline of internal medicine and has displayed the attributes of compassion and dedica- 
tion in the care of patients. 

• The Theodore E. Woodward Award in Physical Diagnosis is awarded at commencement to 
the graduate whose sophomore performance in physical diagnosis best exemplified the 
desirable combination of factual information, clinical skills and humanity, and characteris- 
tics of an accomplished physician. 

Graduation with Honors 

Grade point averages (GPA's) are computed in this medical school for two purposes only: nomi- 
nation of students for election to Alpha Omega Alpha Honor Society (AOA) and for determina- 
tion of commencement honors. GPA's are not made public or reported to residency programs. The 
GPA is calculated on a scale of l-to-5 with 1 = C, 3 = B and 5 = A. The third year is given a some- 
what higher weighting than the first two years for purposes of determining commencement 
honors. Although grades of honors are not computed into the GPA, students must have a 
minimum number of honors grades on their transcript in order to be eligible for graduation with 
honors. Grades from courses taken during the senior year are not counted numerically in deter- 
mination of graduation honors. 

Professionalism in Medicine 

As changes in our nation's healthcare and healthcare delivery systems continue to occur, profes- 
sionalism in medicine is increasingly debated. There are some who say that physicians are losing 
their professionalism in our highly technical and managed care environment. Medicine has gone 
through a dramatic transformation over the last four decades; science has raced ahead with aston- 
ishing speed to close in on some of the fundamental mysteries of life. 

With the advancement of technology and changing market forces, medicine has become 
complicated and somewhat institutionalized. The health care marketplace is pressuring physicians 
to cut costs, increase productivity and support the bottom line. The primacy of the patient-physi- 
cian relationship is being sorely tested. We will emphasize the importance of professionalism in 
our medical school curriculum to ensure that all students understand professionalism and accept 
its obligations. Developing effective physician/patient relationships will become of paramount 
importance. Now we even struggle with definitions of what is a profession? James M. Gustafson 
described a profession as follows: 

• A profession is characterized by mastery of an extensive body of technical knowledge and 
concepts or theories that explain that knowledge and guide its applications to different circum- 

• Professions are institutionalized, and thus there are many social controls over professional 
activity, and, 

• Professions are service oriented. They exist to meet particular human needs of individuals and 

One of Abraham Flexner's concepts of professionalism, paraphrased by Dr. Richard Foa was 
"profession will tend to exist or 'be contrived' to achieve societally defined goals rather that to serve 
the self-interests of its members. Professions are to be 'increasingly altruistic in motivation.'" 

24 School of Medicine 

Students must be prepared to deal with all the competing forces of a rapidly changing health care 
system, and demonstrate the qualities of professionalism during medical school and throughout their 
careers. It must be clear that we are committed to the best outcome for the patient. Each student 
must be constantly on guard to protect, defend and advocate for patients. The common ground on 
which all physicians must stand is that the needs of our patients must come first and foremost. 

Each year the School of Medicine holds a White Coat Ceremony, where first-year medical 
students receive their white coats, as a symbol marking the beginning of their new role as a medical 
healer and emphasizing the' responsibility they are accepting for the care and healing of patients. 
We constantly re-enforce the importance of professionalism, and remind ourselves that as physi- 
cians we are granted extraordinary powers by patients and by society. 

Academic Information 25 

Program of Study 

Broadly stated, the educational objectives of the School of Medicine are: 

• To educate students intensively and broadly in the clinical and scientific aspects of medicine. 

• To prepare students to engage in a lifetime of learning in order that they may successfully 
adapt to a changing world. 

• To achieve a high level of professional competence and social awareness. 

• To provide opportunities for students at every level of training to pursue areas of special 
interest for intellectual stimulation and/or career advancement. 

• To encourage the development of highly competent primary care physicians, clinical special- 
ists and scholars in basic and clinical research, teaching, and academic administration. 


First and Second Years: The freshman year begins with a three-day course on "Informatics," 
introducing students to the use of information technology in medicine that will assist learning, 
research and clinical applications. This is followed by a nine-week block on "Structure and 
Development," which offers a comprehensive overview on the morphological and developmental 
organization of the body. Next comes the one-week "Human Behavior" block taught in an inter- 
disciplinary manner, highlighting the importance of behavior in the prevention, incidence, preva- 
lence, diagnosis, treatment and prognosis of wellness and illness. Following this, a nine-week 
block, "Cell and Molecular Biology," presents the fundamentals of biochemistry, cell biology, 
molecular biology and human genetics and correlates them with clinical issues. Next is a two-week 
block of "Cell Function," an introductory block for the two blocks that follow. Next is a six-week 
interdisciplinary course on the "Neurosciences" describing basic concepts of neuroanatomy, 
neurochemistry, neurophysiology and clinical neurology. The final block, "Functional Systems," 
runs for eight weeks, providing the freshman student with the basic understanding of human 
physiology in the areas of cellular, cardiovascular, renal, respiratory, gastrointestinal, endocrine and 
integrative physiology. Each is integrated with clinical applications. The general format is two 
hours of lecture per day and two hours of small group or laboratory work per day. Running 
concurrently with the blocks are, "Introduction to Clinical Practice" (ICP) and problem-based 
learning, both using small group teaching methods. 

The integrated curriculum continues in the second year when sophomore students take two 
blocks which include Host Defenses and Infectious Diseases (10 weeks) and Pathophysiology and 
Therapeutics (24 weeks). The more lengthy block, Pathophysiology and Therapeutics, contains 
neuroscience and psychiatry, cardiovascular, gastrointestinal, reproductive, pulmonary, renal, 
endocrine, neoplasia, locomotive and hemopoietic sections. The sophomore year is characterized 
again by two hours of lecture per day, two hours of small group or laboratory per day, problem- 
based learning sessions, and ICP focusing on physical diagnosis. 

Third and Fourth Years. The two clinical years are viewed as a single unit with the student 
assuming progressive responsibility for patient care. The clinical experience consists of the 
following clerkships: Medicine (12 weeks), Surgery (8 weeks), Family Medicine (4 weeks), 
Obstetrics, Gynecology and Reproductive Sciences (6 weeks), Pediatrics (6 weeks), 

26 School of Medicine 

Psychiatry/Neurology (8 weeks), plus a four- week elective. As noted, students take all of these rota- 
tions according to individual schedules. The sum of these experiences provides a 48-week intro- 
duction to clinical science. 

The 32-week block that follows includes four four-week electives. The student may take eight 
weeks of electives off-campus. An additional eight weeks must be spent in a student internship in 
one of four clinical fields: medicine, surgery, pediatrics or family practice. Here the student has an 
opportunity for primary patient care responsibility over a prolonged period of time. These rota- 
tions are offered at the University of Maryland Medical System and in approved affiliated hospi- 
tals. The third segment is a consecutive eight-week experience in an ambulatory setting. The 
ambulatory rotation is designed to be completed in a rural or underserved area supplemented by 
teaching in preventive medicine. Attendance in all course work in clinical areas is mandatory. The 
current clinical curriculum frequently involves weekend attendance. The student may audit avail- 
able electives in any additional free time. 

During the third year, one-half day per week will be allotted to longitudinal ambulatory educa- 
tion. This primary care experience will occur in the offices of general internists, family practi- 
tioners, pediatricians and obstetrician-gynecologists. The experience will occur concurrently with 
the required third-year clerkships. Students will be with the same physician over the one-year 
period. The course will expose the student to the principals of primary care and preventive medi- 
cine, including evaluation of patients with undifferentiated problems, longitudinal care and 
continuous care. 

The 80-week combined clinical years program provides a strong grounding in clinical science 
with a progressive opportunity for primary patient care responsibility. The curriculum is designed 
to prepare the medical student for the increasing responsibility demanded by the specialty resi- 
dency programs throughout the country. 

The Curriculum Coordinating Committee, composed of course and clerkship leaders, key 
faculty educators and student body representatives, has the responsibility of regularly monitoring 
and reviewing the curriculum and recommending changes deemed appropriate. 

Curriculum at a Glance 


Year I 37 weeks 



(1 week) 

Participating departments/divisions: Office of Medical Education, UMB 
Information Services and the Health Sciences and Human Services Library, 
the Departments of Anatomy and Neurobiology, Psychiatry and Diagnostic 
Radiology, selected UMB faculty and guest speakers 

Areas of Study: Computing, electronic resource databases, e-mail, 
information management, internet, hospital systems, UMB Network 


(9 weeks, 4 days) 

Participating departments/divisions: Anatomy and Neurobiology, Surgery, 

Diagnostic Radiology 

Areas of study: Human gross anatomy, embryology and histology 

Program of Study 27 

Year I (continued) 37 weeks 



(1 week) 

Participating departments/divisions: Psychiatry, Medicine, Pediatrics 
Areas of study: Integrates information about human behavior from the 
biological, behavioral, and social sciences as it applies to health, illness, 
and treatment across the lifespan in our multicultural environment. 


(9 weeks, 2 days) 

Participating departments/divisions: Biochemistry and Molecular Biology, 

Medicine, Human Genetics, Anatomy and Neurobiology, Pharmacology and 

Experimental Therapeutics, Cancer Center 

Areas of Study: Protein structure and function, cellular metabolic pathways, 

cell signal transduction, cell microanatomy, human genetics, molecular 



(2 weeks) 

Participating departments/divisions: Physiology, Biophysics, the 

Interdisciplinary Neurosciences Departments, Biochemistry and Molecular 


Areas of Study: Cell membrane, physiology and dynamics which are basic 

to the understanding of both neurosciences and functional systems. 


(6 weeks, 1 day) 

Participating departments/divisions: Anatony and Neurobiology, Biochemistry 
and Molecular Biology, Neurology, Phsysiology, Surgery 

Areas of Study: Development, structure and function of nervous tissues, 
anatomical orginization of CNS, sensory and motor systems, higher func- 
tions, concepts in clinical neurology 


(3 days) 

Participating departments/divisions: Office of Student Affairs, selected faculty 

Areas of Study: Lectures and audiovisual materials related to intimacy and 
sexuality, followed by discussion of the topics presented and related issues in 
small groups. 

28 School of Medicine 

Year I (continued) 

37 weeks 




(10 weeks, 4 days) 

Participating departments/divisions: Anesthesiology, Internal Medicine, 
Neurology, Obstetrics, Gynecology and Reproductive Sciences, Pediatrics, 
Physiology, Surgery 

Areas of study: Cell, cardiovascular, endocrine, gastrointestinal, renal, respi- 
ratory and integrative function 



(1/2 day per week) 

Participating departments/divisions: Family Medicine, Pediatrics, 
Psychiatry, Internal Medicine 

Areas of study: Ethics, nutrition, intimate human behavior, interviewing 
and physical diagnosis issues, topics relevant to delivery of primary care 

Year II 

34 weeks 




(10 weeks) 


Participating departments/divisions: Epidemiology and Preventive 
Medicine, Medicine, Microbiology and Immunology, Pathology, Pediatrics, 
Pharmacology and Experimental Therapeutics 
Areas of Study: Immunology, bacteriology, virology, parasitology, mycology 


(24 weeks) 



Participating departments/divisions: Anesthesiology, Cancer Center, 
Dermatology, Diagnostic Radiology, Epidemiology and Preventive 
Medicine, Medicine, Neurology, Obstetrics, Gynecology and Reproductive 
Sciences, Pathology, Pediatrics, Pharmacology and Experimental 
Therapeutics, Psychiatry, Surgery 

Areas of study: Bone, cardiovascular; dermatologic, endocrine, gastroin- 
testinal; hematologic; nervous, pulmonary, renal and reproductive systems 


(1/2 day per week) 

Participating departments/divisions: Medicine, Family Medicine, 
Pediatrics, Psychiatry, Neurology, Ophthalmology, Obstetrics, Gynecology 
and Reproductive Sciences 

Areas of Study: Fundamental aspects of history-taking and physical exami- 

Program of Study 


Year III 

48 weeks 



12 weeks 

Internal Medicine 

1 2 weeks 

Surgery/Surgical Subspecialty 

4 weeks 

Family Medicine Clerkship 

6 weeks 

OB/GYN Clerkship 

6 weeks 

Pediatrics Clerkship 

8 weeks 

Psychiatry/Neurology Clerkship 

Year IV 

32 weeks (tentative schedule) 



8 weeks 

Ambulatory Care 

8 weeks 


4 weeks 

Surgical Subspecialties 

12 weeks 


Combined MP/PhD Program 

Training for Medical Scientists of the Future 

In modern medicine the battleground for the fight against many diseases is found at the molec- 
ular level, on the surface or interior of cells or in the DNA of the human genome. Other impor- 
tant health problems involve complex studies of large populations within our society. Research 
into the mechanisms of human disease and the factors that maintain and restore human health 
requires investigators with interests and training in both basic science and clinical medicine. 

The goal of the combined MD/PhD Program is to train medical scientists who will become 
leaders in medical research. To achieve this goal, a flexible program of combined medical and 
scientific training is provided for students of superior academic and research potential. 

Research Environment 

The MD/PhD Program capitalizes on the wide range of basic and clinical science training oppor- 
tunities that are available on the rapidly expanding campus of the University of Maryland 
Baltimore. The program offers PhD degrees in many disciplines including: Anatomy, 
Biochemistry, Epidemiology and Preventive Medicine, Human Genetics, Microbiology and 
Immunology, Molecular and Cell Biology, Neuroscience, Pathology, Pharmacology and 
Experimental Therapeutics, Physiology and Toxicology. In addition, doctoral training is offered 
through interdisciplinary training programs including Neurosciences, Membrane Biology, Muscle 
Biology, Reproductive Endocrinology, and Toxicology - all supported by the National Institutes 
of Health. A unique strength of the program includes research centers that provide outstanding 
research opportunities for clinical investigators, such as: Center for Vaccine Development, Cancer 


School of Medicine 

Center, Institute of Human Virology, Center for Fluorescence Spectroscopy, Nuclear Magnetic 
Resonance Facility, Environment and Human Health Research Center and the Maryland 
Biotechnology Institute. Thus, there is an extraordinary range of high quality research programs 
available to the MD/PhD students. 

Program Requirements and Schedule 

Requirements for the combined MD and PhD degrees are equivalent to those of the separate 
degrees of the Doctor of Medicine (School of Medicine) and the Doctor of Philosophy (Graduate 
School). The dual degree program can be completed within six-to eight-years. 

Although the schedule of training can be flexible, entering students typically complete the two 
preclinical years as medical students prior to enrolling as full time graduate students. During this 
initial period the MD/PhD students normally use the pre- and post-freshman summers for 
research rotations in laboratories of their choice. In addition, during the first year there is an exten- 
sive orientation program which provides a detailed view of the diverse research opportunities avail- 
able. The research rotations and orientation are designed to facilitate the choice of a thesis advisor. 

After completion of the pre-clinical years, MD/PhD students enroll for two-to four-years in the 
PhD program of their choice. During this time they take required graduate courses and complete 
their dissertation research. Subsequently, students begin the final two years of their medical 
training which takes the form of a series of clinical clerkships. This program schedule is a general 
one. A student may complete the combined degree in a different sequence based on an alternative 
plan developed in consultation with the advisory committee. 

Financial Support During MD/PhD Training 

All students admitted into the program are awarded a waiver of tuition at the level of a Maryland resi- 
dent during the medical school years. Supplemental support is available to pay out-of-state tuitions for 
a limited number of outstanding non-resident students. During the graduate school years stipends and 
tuition remission are awarded to all students through graduate programs and PhD mentors. A limited 
number of applicants may also qualify for supplemental funds through the Outstanding Scholars 
Program which provides a stipend for the medical school years as well. Students are selected for the 
Outstanding Scholars Program based on their record of achievement and potential for future devel- 
opment. For current information on stipends, contact the program director. 

Application Process 

The MD/PhD Program is open to all qualified applicants, regardless of state residence. Applicants 
to the program are required to meet the admissions requirements of the School of Medicine. 
Applicants complete and file an AM CAS application, choosing the University of Maryland as one 
of the schools to receive the application. The secondary application package includes an MD/PhD 
Program supplemental form which must be completed and returned with the secondary applica- 
tion. Criteria for admission include MCAT scores, the undergraduate/graduate academic records, 
letters of recommendation and, very importantly, research experience. Applicants are selected for 
interviews based on the above criteria. Prospective students are interviewed for the MD/PhD 
Program and the School of Medicine during an initial one-day visit to the campus. Admission to 
the MD/PhD Program is determined by the MD/PhD Advisory Committee in consultation with 
the medical school admissions committee. 

Program of Study 31 

For further information, including details of the specific PhD programs, contact: 

Terry B. Rogers, Ph.D. 

Director, MD/PhD Program 

Room 1-005 Bressler Research Building 

655 W. Baltimore Street 

Baltimore, MD 21201 

(410) 706-3990 

Office of Student Research 

The Office of Student Research (OSR) provides opportunities for students from high school 
through medical school to consider the possibility of graduate school, a career in the health profes- 
sions and/or academic medicine and of specifically increasing the number of under-represented 
minority (African American, Native Americans, mainland Puerto Rican and Mexican American) 
students and faculty in those professions. Medical students are encouraged to become involved in 
biomedical investigations through participation in supervised basic and clinical research projects 
offered by School of Medicine faculty through the Office of Student Research. The medical 
student program is supported jointly by a training grant from the National Institutes of Health 
and the Office of the Dean. The faculty and administration of the School of Medicine are 
committed to the training of physician-scientists through the OSR's Short Term Research Training 
Program (STRTP) for medical students. The office strives to enhance the connection between the 
treatment of patients and the scientific investigations that enable patient care to advance. The 
physician-scientist who bridges both basic and clinical sciences and clinical practice is therefore in 
an ideal position to translate research into clinical application and patient problems into labora- 
tory investigation. 

Research is currently being conducted in several major areas of interest at the School of 
Medicine. These include, but are not limited to, behavior, cardiovascular disease, endocrinology, 
environmental health, epidemiology, infectious disease, immunology, neuroscience, oncology, phar- 
macology, pulmonary disease, toxicology and virology. Traineeships are awarded on a competitive 
basis and currently provide $400 per week for 10-to-12 weeks of full-time participation. These 
experiences are available to incoming students during the summer before their freshman year, and 
to medical students generally during the summer after their freshman year. On occasion, awards are 
made to students during the summer after their sophomore year or to seniors during the academic 
year. STRTP funds are not granted to students with doctoral degrees, to those who are involved in 
doctoral dissertation research or who have alternative sources of research funding. However, the 
program may supplement some alternate sources up to the level of STRTP trainees. Applications 
for all programs are available at our website: 

Students selected to participate in the program attend the summer "Colloquium on Research" 
that consists of research seminars and a short course entitled "The Ethical and Responsible 
Conduct of Research." Students also present their research to fellow students and faculty during 
the summer at the Student Research Forum and on Medical Student Research Day each October. 

Summer research traineeships are available to under-represented minority high school and 
college students to encourage careers in one of the health professions and/or biomedical research. 
The programs provide students with a realistic understanding of the biomedical research environ- 
ment through hands-on experience, contact with appropriate role models and application proce- 
dures for professional and graduate schools. Positions are available for minority undergraduate 

32 School of Medicine 

students to conduct research with School of Medicine faculty for 10-12 weeks during the summer 
months and at selected sites off-campus. Trainees work under the direct supervision of experienced 
scientists and receive $314 per week for the 10-12 week period. 

Foreign research traineeships are also available in Europe, South America and the West Indies for 
medical students and undergraduates with prior research experience. The OSR funds such foreign 
research opportunities through its Medical Student International Research Training Program and 
Fogarty Minority International Research Training Programs. In addition, opportunities are also 
available in Mali, West Africa through the Fogarty Mali Program at the School of Medicine. 

The office promotes biomedical/behavioral research experiences for K-12 and in-service math- 
ematics and science teachers. These experiences aid teachers in redefining K-12 curriculum and of 
informing their students of career opportunities. The OSR works cooperatively with student 
groups, various high school, Minority Access to Research Careers (MARC) and Minority 
Biomedical Research Support (MBRS) directors in Maryland and other states to ensure access to 
research careers and involvement for all who are interested. 

Applicants for all programs must be currently enrolled in high school, undergraduate school or 
post-baccalaureate program, graduate or medical school, be in good academic standing with a 
GPA of 3.0 at the time of application and must not have graduated at the time of the traineeship. 
Although students from any state may apply, preference is given to Maryland residents. For high 
school students and undergraduates, it is strongly recommended that applicants have successfully 
completed courses in biology and chemistry. 

Other opportunities may exist for brief or extended research experiences, either on or off 
campus. The OSR provides a list of useful links to such opportunities at its website, maintains a 
list of opportunities and also surveys for on- and off-campus research opportunities in both clin- 
ical and basic science areas that may be available throughout the calendar year. In some cases indi- 
vidual faculty members may have grant funding to support a student. 

Medical Student Research Day 

Alpha Omega Alpha (AOA), the national medical honor society, and the Office of Student 
Research sponsor a research competition each year in October. All medical students are encour- 
aged to participate and attend these presentations and, except for those students in the MD/PhD 
Program who have begun dissertation research, are eligible to compete for $2,000 in prizes. 
Students make oral or poster presentations, attend a keynote address, dinner and a ceremony 
during which prizes are awarded for four poster and four oral presentations. 

For further information on research programs or Medical Student Research Day contact: 

Dr. Jordan E. Warnick 

Professor and Assistant Dean 

Office of Student Research 

685 West Baltimore Street-142 HSF 

Baltimore, Maryland 21201 

(410) 706-3026 

Program of Study 33 

Graduate Programs 

The Graduate School is the largest of the schools on the University of Maryland Baltimore campus, 
enrolling more than 1200 students. It offers the MS, MA, and PhD degrees and, in conjunction 
with the professional schools, the opportunity to complete joint degrees including the MD/PhD 
and the DDS/PhD. Almost 350 graduate students are pursuing studies in departments and 
programs in the School of Medicine. Among them are about 35 MD/PhD students who are being 
trained to conduct the theoretical and applied research that underlies advances in clinical medicine. 

PhD students in the School of Medicine are generally provided financial support for the entire 
course of their studies. This support comes in the form of Graduate Research Assistantships 
(stipend, tuition remission, and health insurance), provided by the Graduate School and/or by the 
School of Medicine, during the initial years of study. When a student begins dissertation research, 
he/she is supported by the research funds of his/her mentor. In recent years research funding to all 
schools on the campus has increased dramatically, with major support coming from agencies such 
as the National Institutes of Health, the National Science Foundation, the Veteran's 
Administration, various agencies of the state of Maryland and the private sector. 

Administratively, the Graduate School at the University of Maryland Baltimore is part of the 
University of Maryland Graduate School, Baltimore (UMGSB). The UMGSB governs the grad- 
uate programs located on both the Baltimore and the University of Maryland Baltimore County 
(UMBC) campuses, bearing primary responsibility for approval of new courses and programs and 
admission of faculty to Graduate Faculty status. An advantage of this linkage is increased access 
for Baltimore campus students to the diverse programs in engineering, computer sciences, and the 
liberal arts and sciences offered on the UMBC campus, 20 minutes away by car. 

In addition to its degree-granting programs, the Graduate School, in collaboration with the 
campus office of Student Services, sponsors a Writing Center. It also offers informal programs in 
the ethical conduct of research and a survival skills seminar series. The latter aims to provide 
professional enrichment and addresses topics such as giving a good oral presentation, grant writing 
and mentor selection. These offerings are open to all students (and faculty) on campus. A Survival 
Skills Library is located in the campus Writing Center, room 008, Baltimore Student Union. 

The following graduate programs are offered on the University of Maryland Baltimore campus: 

Anatomy and Neurobiology 





Dental Hygiene 




Ethics, Applied and Professional* 




Human Genetics 



Marine-Estuarine-Environmental Sciences* 



Medical and Research Technology 


Microbiology and Immunology 


Molecular and Cell Biology* 


Neuroscience and Cognitive Science* 





Oral Biology 


Oral and Craniofacial Biological Sciences 



Oral and Experimental Pathology 






Pharmaceutical Sciences 


Pharmacology and Experimental Therapeutics 



34 School of Medicine 

Pharmaceutical Health Services Research 


Physical Rehabilitation Science 





Preventive Medicine 


Social Work 





^Interdisciplinary programs 

Interdisciplinary programs, involving multiple departments on the Baltimore campus or 
departments on several of the campuses of the University System of Maryland, are becoming 
increasingly important to the Graduate School. Such programs make efficient use of resources 
while allowing the school to move quickly into emerging research areas of national importance. 

Graduate School applications and catalogs can be obtained by contacting: 

Graduate Admissions and Enrollment Services 
621 West Lombard Street, Room 336 
Baltimore, MD 21201 
(410) 706-7131 

A wide variety of information on the Graduate School, including catalog and application infor- 
mation, can be accessed via the Graduate School web page: 

Residencies and Fellowships 

The Office of Graduate and Continuing Medical Education assists the University of Maryland 
Medical System in providing collaborative oversight of postgraduate residency education 
programs. Activities of the office include providing administrative support for the National 
Residency Matching Program, providing professional and staff support for oversight of ACGME- 
approved programs, and developing residency curricula. 

Graduate medical education training for residents and fellows is offered in a variety of clinical 
sites. The majority of clinical training occurs at the University of Maryland Medical System, the 
Baltimore Veterans Affairs Medical Center and Mercy Medical Center. A network of affiliated 
community hospitals and ambulatory care centers with significant commitment to the importance 
of a teaching environment provides much of the variety and depth offered to residents and fellows. 

Programs are accredited by the Accreditation Council for Graduate Medical Education 
(ACGME) comprised of the following member organizations: American Board of Medical 
Specialties, American Hospital Association, American Medical Association, Association of 
American Medical Colleges and the Council of Medical Specialty Societies. 

Residency positions are filled through the National Resident Matching Program. Participating 
in the match are the following programs: preliminary programs in medicine and surgery; categor- 
ical programs in diagnostic radiology, emergency medicine, family practice, general surgery, 
internal medicine, combined program in internal medicine/pediatrics, neurology, obstetrics and 
gynecology, orthopaedic surgery, pathology, pediatrics, combined program in pediatrics/emer- 
gency medicine and psychiatry; advanced programs in anesthesiology, diagnostic radiology and 
radiation oncology. 

Resident and/or fellowship positions are available in the following ACGME-approved specialty 
and subspecialty areas and are sponsored by the University of Maryland Medical System. 
Programs identified with an (*) are currently approved University of Maryland Fellowship 

Program of Study 35 

programs and are not currently overseen by the ACGME. For information on new programs or 
additional postgraduate training opportunities, please contact the individual departments or the 
ACGME directly. 

Department of Anesthesiology: 

anesthesiology, critical care, pain management 

Department of Dermatology: 


Department of Diagnostic Radiology: 

diagnostic radiology, vascular and interventional radiology, neuroradiology, nuclear radiology 
and nuclear medicine 

Department of Epidemiology and Preventive Medicine: 

preventive medicine 

Department of Family Medicine: 

family practice, sports medicine 

Department of Medicine: 

internal medicine, cardiolovascular disease, interventional cardiology, clinical cardiac electro- 
physiology, endocrinology diabetes & metabolism, gastroenterology, geriatric medicine, hema- 
tology/oncology, infectious diseases, nephrology, pulmonary disease and critical care medicine, 
rheumatology combined program in internal medicine/pediatrics 

Department of Neurology: 

neurology, clinical neurophysiology 

Department of Neurosurgery: 

neurological surgery 

Department of Obstetrics, Gynecology and Reproductive Sciences: 

obstetrics and gynecology 

Department of Ophthalmology: 

ophthalmology, glaucoma*, retina ophthalmology* 

Department of Orthopedic Surgery 

orthopedic surgery, trauma orthopedics, limb-lengthening and reconstruction* 

Department of Pathology: 

pathology hematopathology 

Department of Pediatrics: 

pediatrics, behavioral and developmental pediatrics*, critical care, endocrinology, infectious 
diseases, neonatology-perinatology, combined programs in internal medicine/pediatrics and 
pediatrics/emergency medicine and pediatric medicine 

36 School of Medicine 

Department of Psychiatry: 

psychiatry, addiction psychiatry, child and adolescent psychiatry, geriatric psychiatry, forensic 

Department of Radiation Oncology: 

radiation oncology 

Department of Surgery: 

general surgery, otolaryngology, thoracic and cardiovascular surgery, urology, emergency medi- 
cine, pediatric surgery, plastic and reconstructive surgery, vascular surgery, surgical critical care 
and combined program in pediatrics/emergency medicine 

Correspondence, applications and residency inquiries should be addressed to the chairperson of 
the respective department or program in care of: 

University of Maryland Medical System 
22 South Greene Street 
Baltimore, Maryland 21201 

Continuing Medical Education 

The University of Maryland School of Medicine is accredited by the ACCME and provides a wide 
array of continuing medical education (CME) activities. These educational activities assist physi- 
cians in the maintenance and enhancement of their clinical competence in order to promote high 
quality health care for the citizens of Maryland and elsewhere. To assure clinical relevance, activi- 
ties are designed on the basis of identified educational needs of practicing physicians. 

CME offerings consist of courses (one-half to five days in length), "hands on" workshops, 
enduring materials (including self-study programs), and a complex array of clinical departmental 
and division rounds and conferences. Opportunities for interaction between attendees and presen- 
ters are part of all CME activities where possible. 

The CME program is administered by the Associate Dean for Graduate and Continuing 
Medical Education and a full-time staff, with the assistance of a faculty advisory committee. For 
further information please contact: 

Office of Graduate and Continuing Medical Education 
University of Maryland School of Medicine 
655 West Baltimore Street-Rm 14-015 
Baltimore, Maryland 21201 
(410) 706-3956 

Program of Study 37 

Internships and Residencies 

Class of 1998 


Maryland (2) 

Out-of-State (0) 

Johns Hopkins Hospital 


Maryland (0) 
Out-of-Srate (2) 
Brooke Army Medical Center 
UMDNJ-Robert Wood Johnson Medical 


Maryland (3) 

Out-of-State (7) 

Johns Hopkins Hospital 

Howard University Hospital 

University of Maryland Hospital 

LSU School of Medicine-New Orleans 

Mt. Sinai Medical Center-Cleveland 

Stanford University Hospital 

SUNY Health Science Center-Syracuse 

UMDNJ-Robt Wood Johnson Medical 


Universitv of Virginia Health Science Center 

Maryland (4) 
Out-of-State (14) 
Franklin Square Hospital 
Altoona Hospital 
University Maryland Hospital 
Eastern Virginia Graduate School of 

Family Medicine of SW Washington 
Indiana University School of Medicine 
Medical Center of Central Georgia 
Moses H. Cone Memorial Hospital 
Providence Medical Center 
Riverside General Hospital 
St. Joseph Hospital 

University of Florida Health Science Center 
University ol Virginia 
University ot Michigan 
York Hospital 


Maryland (10) 

Out-of-State (28) 

Johns Hopkins Hospital 

Allegheny University Hospital 

University 7 of Maryland Hospital 

Baylor College of Medicine 

Boston University Medical Center 

Fletcher Allen Health Care 

George Washington University Hospital 

Georgetown University Medical Center 

Hospital of the University of Pennsylvania 

Maine Medical Center 

Monteflore Medical Center 

Northwestern University 

St. Marv Medical Center 

Strong Memorial Hospital 

Temple University Hospital 

Thomas Jefferson University 

UCLA Medical Center 

University of Colorado School of Medicine 

University Health Center of Pittsburgh 

Walter Reed Army Medical Center 


Maryland (7) 

Out of State (3) 

University of Maryland Hospital 

Georgetown University Medical Center 

Jacobi Medical Center 

Montefiore Medical Center 


Maryland (0) 

Out of State (3) 

Albany Medical Center Hospital 

Baylor College of Medicine 

University of Utah 


Maryland (2) 


University of Maryland Hospital 

38 School of Medicine 


Maryland (0) 

Out of State (1) 

Duke University Medical College 


Maryland (0) 

Out-of-State (2) 

Indiana University Medical Center 

University of Pennsylvania Medical Center 


Maryland (1) 

Out-of-State (3) 

Sinai Hospital of Baltimore 

Georgetown University Hospital 

Howard University Hospital 

University Medical Center at Stony Brook 


Maryland (1) 

Out-of-State (2) 

University of Maryland Hospital 

St. Vincent's Hospital & Medical Center 

Washington Hospital Center 


Maryland (2) 

Out-of-State (1) 

University of Maryland Hospital 

University of Illinois at Chicago 


Maryland (1) 

Out-of-State (0) 

Johns Hopkins Hospital 


Maryland (1) 

Out-of-State (1) 

University of Maryland Hospital 

Brigham & Women's Hospital 


Maryland (4) 
Out-of-State (17) 
Sinai Hospital of Baltimore 
Baylor College of Medicine 
University of Maryland Hospital 
Brown University 
Johns Hopkins Hospital 
Children's National Medical Center 
Duke University Medical Center 
Eastern Carolina Medical Center 

Indiana University Medical Center 
Long Island Jewish Medical Center 
Milton S. Hershey Medical Center 
Rush-Presbyterian-Saint Luke Hospital 
St. Christopher's Hospital 
Thomas Jefferson University 
Trippler Army Medical Center 
University of CA-San Francisco 
University Hospitals of Cleveland 


Maryland (1) 
Out-of-State (1) 

University of Maryland Hospital 
University South Carolina School of 


Maryland (3) 

Out-of-State (7) 

University of Maryland Hospital 

Carilion Roanoke Memorial Hospital 

Bethesda Naval Medical Center 

George Washington University Hospital 

Milton S. Hershey Medical Center 

Strong Memorial Hospital 

SUNY at Buffalo Affiliated Hospitals 

UMDNJ-Robert Wood Johnson Medical 

University of South Florida 


Maryland (3) 

Out-of-State (3) 

Johns Hopkins Hospital 

Georgetown University Hospital 

University of Maryland Hospital 

Indiana University Medical Center 

Tulane Affiliated Hospitals 


Maryland (0) 

Out-of-State (4) 

Frankford Hospital 

Lehigh Valley Hospital 

Naval Medical Center-San Diego 

Tucson Hospital Medical Education Program 


Maryland (1) 
Out-of-State (1) 
University Maryland Hospital 
University Texas at Houston 

Internships and Residencies 39 

Class of 1999 


Maryland (1) 
Out-of-State (2) 

Rush-Presbyterian-Saint Luke's Hospital 
University of California- Irvine Medical Center 
Johns Hopkins Hospital 


Maryland (0) 
Out-of-State (6) 
Stony Brook Teaching Hospital 
Howard University Hospital 
Hartford Hospital 
Albany Medical Center Hospital 
Boston University Medical Center Hospital 
University of California-Los Angeles Medical 


Maryland (2) 

Out-of-State (12) 

Temple University Hospital 

Mount Sinai Medical Center 

University Health Center of Pittsburgh 

Johns Hopkins Hospital 

Thomas Jefferson University Hospital (2) 

Morristown Memorial Hospital 

George Washington University 

University of Maryland Hospital 

Wright State University 

University of Texas Southwestern Medical 

University Health Center of Pittsburgh 
St. John Hospital and Medical Center 
University of California-Irvine Medical Center 


Maryland (2) 

Out-of-State (12) 

Franklin Square Hospital 

University of Maryland Hospital 

St. Mary-Corwin Regional Medical Center (2) 

Harbor-UCLA Medial Center 

Chestnut Hill Hospital 

York Hospital (3) 

George Washington University 

University of Nebraska Medical Center 

Florida Hospital 

Carolinas Medical Center 

Beth Israel Medical Center 


Maryland (10) 

Out-of-State (19) 

Boston University Medical Center 

Presbyterian Hospital 

Thomas Jefferson University (2) 

University of Maryland Hospital (9) 

Rush-Presbyterian-Saint Luke's Hospital 

Milton S. Hershey Medical Center (2) 

University of Pittsburgh 

Oregon Health Sciences University 

Strong Memorial Hospital 

San Antonio Uniformed Services 

Health Center (2) 
Temple University Hospital 
Johns Hopkins Bayview Medical Center 
Duke University Medical Center 
York Hospital 

UMDNJ-University Hospital 
University of Chicago Hospital 
Los Angeles County- University of Southern 

California Medical Center 
New England Medical Center 


Maryland (10) 

Out-of-State (10) 

Medical Center of Delaware (2) 

University of Maryland Hospital (7) 

Valley Medical Center 

Howard University Hospital 

Franklin Square Hospital (2) 

Medical Center of Delaware 

Cedars Sinai Medical Center 

Boston University Medical Center 

University of Virginia 

George Washington University Hospital 

The Presbyterian Hospital 

Sinai Hospital of Baltimore 



Maryland (0) 
Out-of-State (3) 
University of North Carolina 
University Hospitals of Cleveland 
University of Chicago Hospital 
Maryland (0) 
Out-of-State (0) 


School of Medic me 


Maryland (0) 

Out-of-State (1) 

Duke University Medical Center 


Maryland (0) 

Out-of-State (1) 

Baylor College of Medicine 


Maryland (1) 

Out-of-State (0) 

University of Maryland Hospital 


Maryland (1) 
Out-of-State (3) 
University of South Florida 
Jackson Memorial Medical Center 
Milton S. Hershey Medical Center 
Johns Hopkins Hospital 


Maryland (1) 

Out-of-State (4) 

University of Maryland Hospital 

University of Miami 

Medical Center of South Carolina 

Temple University Medical Center 

Geisinger Medical Center 


Maryland (2) 

Out-of-State (0) 

University of Maryland Hospital 


Maryland (0) 
Out-of-State (2) 
University of Washington 
University of Pittsburgh 


Maryland (1) 

Out-of-State (0) 

Johns Hopkins Hospital 


Maryland (5) 
Out-of-State (17) 
Johns Hopkins Hospital 
Miami Children's Hospital 

Oregon Health Sciences University 

Sinai Hospital of Baltimore (2) 

University of Maryland Hospital (2) 

Wayne State University 

Albert Einstein Medical Center 

Saint Christopher's Hospital 

Howard University Hospital 

Stony Brook Teaching Hospital 

Children's National Medical Center 

Children's Hospital of Philadelphia 

Children's Hospital of Austin 

Ohio State University 

Georgetown University Hospital 

Inova Fairfax Hospital 

University Hospital of Cincinnati 

University Hospital of Pittsburgh 

San Antonio Uniformed Services Health Center 

Mount Sinai Medical Center 


Maryland (0) 
Out-of-State (1) 
Ohio State University 


Maryland (0) 

Out-of-State (1) 

Georgetown University Medical Center 


Maryland (2) 
Out-of-State (4) 

University of Maryland Hospital (2) 
University Health System Eastern Carolina 
Medical University of South Carolina 
Emory University Medical Center 
University of California-Los Angeles 
Neuropsychiatric Institute 


Maryland (0) 

Out-of-State (1) 

University of Chicago Medical Center 


Maryland (2) 

Out-of-State (9) 

Bethesda Naval Medical Center 

University of Florida 

Georgetown University Hospital 

Eisenhower Army Medical Center 

Thomas Jefferson University Hospital 

Internships and Residencies 


Mercy Hospital of Pittsburgh 

Strong Memorial Hospital 

Georgetown University Hospital 

University of Maryland Hospital 

Wayne State University Medical Center (2) 


Maryland (1) 

Out-of-State (1) 

University of Maryland Hospital 

University Health Center of Pittsburgh 


Maryland (0) 

Out-of-State (4) 

Crozer-Chester Medical Center 

York Hospital (2) 

Madigan Army Medical Center 


Maryland (1) 

Out-of-State (2) 

University of Maryland Hospital 

Boston University Medical Center 

Universitv of Pennsvlvania Medical Center 

Class of 2000 


Maryland (1) 

Out-of-State (5) 

Beth Israel Deaconess Medical Center 

Temple University Hospital 

Medical College of Wisconsin Affiliated 

Mount Sinai Hospital 
St. Vincent's Hospital 
University of Maryland Hospital 


Maryland (1) 

Out-of-State (2) 

Mayo Clinic 

University of Maryland Hospital 

Saint Luke's-Roosevelt Hospital 


Maryland (3) 

Out-of-State (4) 

Thomas Jefferson University 

Beth Israel Deaconess Medical Center 

University of Maryland Hospital (3) 

Christiana Care Hospital 

University of Arizona Affiliate Hospital 


Maryland (1) 
Out-of-State (5) 

Hospital of the University of Pennsylvania 
Strong Memorial Hospital 
University of Maryland Hospital 
University of Massachusetts Hospital 
University of Chicago Hospital 
Thomas Jefferson University 


Maryland (1) 
Out-of-State (22) 
Atlanta Medical Center 
Pomona Valley Hospital 
Halifax Medical Center 
Oregon Health Science Center 
York Hospital 

University of Maryland Hospital 
University Health System of East Carolina 
Washington Hospital 
St. Joseph's Hospital (2) 
Martin Army Community Hospital 
Medical College of Virginia 
Medical College of Georgia 
Crozer-Keystone Health Center 
Reading Medical Center 
Memorial Hospital 
Williamsport Hospital 
University of Minnesota Health Center 
Central Maine Medical Center 
Lancaster General Hospital 
University of California-Davis 
Fairfax Family Practice Center 
Morehouse School of Medicine Affiliated 


Maryland (8) 
Out-of-State (29) 

University of Maryland Hospital (5) 
Johns Hopkins Hospital (2) 
University of Michigan Hospital 
Duke University Medical Center (3) 
University of Minnesota Medical Center 
University Health Center 

42 School of Medicine 

Boston University Medical Center (2) 
George Washington University 
University of Southern California Medical 

Center (2) 
University of North Carolina Hospital 
Shands Hospital 
Bethesda Naval Medical Center 
McGaw Medical Center (2) 
University of Southern Florida 
Oregon Health Science University 
University of Chicago Hospital 
University Hospital of Cleveland 
Beth Israel Deaconess Medical Center 
Thomas Jefferson University 
Columbia Presbyterian Hospital 
Geisinger Medical Center 
Walter Reed Army Medical Center 
Washington Hospital Center 
California Pacific Medical Center 
Emmanuel/Good Samaritin Hospital 
Temple University Hospital 
Hospital of the University of Pennsylvania 


Maryland (10) 

Out-of-State (9) 

University of Maryland Hospital (3) 

University of California-San Diego Medical 

Union Memorial Hospital (2) 
Mercy Medical Center (4) 
Christiana Care 

Georgetown University Hospital 
San Fernando Valley Medical Center 
Jacobi Medical Center 
Mercy Catholic Medical Center 
Lenox Hill Hospital 
Kaiser Permanente Medical Center 
Washington Hospital Center 
Johns Hopkins-Bayview Hospital 



Maryland (0) 

Out-of-State (4) 

UMDNJ-New Jersey Medical Center 

University of California-San Diego Medical 

University of Chicago Hospital 
Cedars-Sinai Medical Center 


Maryland (0) 

Out-of-State (1) 

Allegheny General Hospital 

Maryland (0) 

Out-of-State (0) 

Maryland (1) 

Out-of-State (0) 

University of Maryland Hospital 

Maryland (0) 

Out-of-State (1) 

Mount Sinai Hospital 


Maryland (0) 

Out-of-State (2) 

University Hospitals of Cleveland 

Reed Neurological Research Center 


Maryland (0) 

Out-of-State (2) 

Brigham and Women's Children Hospital 

Westchester County Medical Center 


Maryland (1) 

Out-of-State (2) 

Memorial Health Care Center 

University of Louisville Medical Center 

Franklin Square Hospital 


Maryland (0) 

Out-of-State (2) 

Georgetown University Medical Center 

Montefiore Medical Center 


Maryland (1) 

Out-of-State (3) 

State University of New York Health Center 

Howard University Hospital 

University of Maryland Hospital 

Wake Forest University Medical Center 


Maryland (1) 

Out-of-State (0) 

University of Maryland Hospital 

Internships and Residencies 



Maryland (0) 
Out-of-State (0) 


Maryland (6) 

Out-of-State (10) 

Inova Fairfax Hospital 

UMDNJ-New Jersey Medical Center 

Johns Hopkins Hospital 

Saint Christopher's Hospital 

University of Maryland Hospital (3) 

University Hospital of Cleveland (2) 

Long Island Jewish Hospital 

Louisiana State University Medical Center 

Sinai Hospital (2) 

Albert Einstein/Montefiore Hospital 

Baylor Medical Center 

Medical University of South Carolina 

Maimonides Medical Center 


Out-of-State (1) 
Mayo Clinic 


Maryland (3) 

Out-of-State (2) 

New York Medical Center (2) 

University of Maryland Hospital (3) 


Maryland (0) 

Out-of-State (3) 

Emory University Medical Center 

Loma Linda Medical Center 

University of Michigan Hospital 


Maryland (2) 
Out-of-State (5) 

Beth Israel Deaconess Medical Center 
Boston University Medical Center 
Morristown Memorial Hospital 
University of Florida Health Center 
Saint Luke's Bethlehem Hospital 
Union Memorial Hospital 
Bethesda Naval Medical Center 


Man-land (0) 

Out-of-State (2) 

University of Colorado Health Center 

Brigham and Women's Hospital 


Maryland (1) 
Out-of-State (2) 
Crozer-Chester Medical Center 
Harbor Hospital Center 
Tucson Hospital 


Man-land (0) 
Out-of-State (0) 


School of Medicine 


Office of Medical Education (OME) 

The Office of Medical Education: 

Provides educational support for faculty and students. 

Provides multi-media systems design and hardware installation for medical school educa- 

Provides faculty development through instructional techniques, design and evaluation in 
coordination with the Office of Faculty and Student Development. 
Provides educational resources including audiovisual aids, instructional videotapes and 
computer software programs. 

Develops and implements computer-based instructional systems. 
Assists in the development of special educational programs. 
Assists in curriculum development and evaluation of curricular programs. 
Provides evaluation of instructional systems and techniques. 

Provides for the operation and maintenance of the Dr. Irving J. Taylor Learning Resources 
Center and Computer Learning Center. 

Provides audiovisual support services for lecture halls, small group classrooms and special 

Provides individual and group tutorials, mock examinations and study skills workshops. 
Provides research in medical education, instructional design, evaluative techniques and 
educational technology. 

Consults with faculty and staff of the medical school, as well as the other UMB schools in 
media production. 
Provides classroom scheduling. 

A variety of services, administered by the director of academic development, offer a variety of 
opportunities for students to become more effective, efficient learners. The services include: 

The Prematriculation Summer Program (PSP): Prior to the beginning of the academic year, 
incoming freshmen are invited to take part in a six-week simulation of the first year curriculum. 
Participants study significant portions of Structure & Development and Cell & Molecular 
Biology, and are given a brief introduction to Functional Systems; learn to handle the medical 
schools accelerated pace and grasp-of-material demands; gain practice in gross anatomy and 
histology labs, small group study, and exam-taking; and refine their study skills and habits to meet 
the new challenges. PSP is especially designed for students who are at greater risk of not succeeding 
in medical school; such applicants are given enrollment preference. Follow-up studies have consis- 
tently shown that PSP has had a positive and significant impact on the academic achievement of 
PSP students. Each year, the program also affords a select group of academically talented sopho- 
mores the opportunity to explore academic medicine and sharpen their own academic knowledge 
by teaching this class of approximately 20 students. 

Resources 45 

Supplemental Instruction: Individual and small group tutorials are available to all freshmen and 
sophomores as needed at no charge. 

Academic Development Workshops: At various times throughout the year, formal presentations 
and panel discussions addressing topics of general concern and interest (e.g., time management, 
active learning, test-taking, and course previews) are conducted. 

Academic Counseling: Individual counseling sessions, focusing on problems affecting academic 
performance and strategies for improvement, are available to all medical, physical therapy and 
medical technology students. 

Academic Monitoring: First- and second-year exam results are reviewed frequently. Students who 
do not pass an exam or whose results are significantly lower than usual, are invited in for consul- 
tation as soon as possible after the poor exam showing. The student works with the director in 
specifying what went wrong and in fashioning an appropriate remedy. Follow-up contacts provide 
additional support to the student. The Academic Monitoring Committee meets periodically to 
examine the academic progress of all first- and second-year students with particular attention paid 
to devising interventions for students experiencing difficulty. 

Board Preparation: A series of activities assist sophomores in getting ready for the USMLE STEP I. 
Activities include: gathering and sharing with sophomores the collective wisdom of juniors whom 
have just taken the boards; offering frequent formal review sessions covering "high yield" exam 
topics; conducting occasional information-sharing workshops and panel discussions; identifying 
"at risk" students who may have difficulty with STEP I for special board prep assistance; in indi- 
vidual consultations, structuring study strategies/schedules, answering questions and discussing 
areas of concern; administering a February mock board which provides students with baseline 
information as well as giving a "heads up" that the boards are approaching; helping those who 
must retake the STEP I. Board review books are available for circulation from the academic devel- 
opment resource library. By request, assistance also is given to those preparing for the STEP II or 
the specialty licensing exams. 

Research: Ongoing data collection and analysis provide a source of information useful in clari- 
fying the role and interplay of various factors involved in student learning. These qualitative and 
quantitative data sets are utilized by others conducting research or making curriculum decisions. 

Educational Screening/Special Accommodations: Students with learning disabilities (LD) or 
attention deficit disorders (ADD) receive assistance in minimizing the disability's impact on their 
academic performance. Students suspected of being LD or ADD, but not previously identified as 
such, are referred for testing. If the results are positive, the student will receive assistance in gaining 
accommodations and adjusting his/her study approach accordingly 

Irving J. Taylor Learning Resources Center and Clinical Media Library: The Irving J. Taylor 
basic sciences media library provides students with access to many self-instructional materials 
including videotapes, slide-tapes, computer- assisted instruction, lecture tapes and reference books. 

Student Computer Facilities: The Office of Medical Education is responsible for the operation 
of two student microcomputer facilities: the Computer Learning Center and the Apple Macintosh 
laboratory. Both of these facilities are part of the Irving J. Taylor Learning Resources Center and 
are located adjacent to each other on the second floor of the MSTF building. The Computer 

46 School of Medicine 

Learning Center (CLC), located in the Medical School Teaching Facility, is a 20-station MS-DOS 
microcomputer lab. The Office of Medical Education maintains the network and provides 
helpdesk activities to support student laptop computers. 

Illustration: Services include comprehensive renderings of surgical and clinical techniques, 
anatomical renderings, statistical charts and other graphic representations. Additional service 
includes comprehensive design and finishing of flyers, brochures, programs, posters, displays and 
exhibits, and layout and paste-up for offset printing and photographic copying. 

Photography: Services include photographic copying of flat material such as written matter, x- 
rays, laboratory tracings and data; photography of specimens, equipment set-ups, surgical, clinical 
and laboratory activities; and portraits for school-related purposes. The photography laboratory 
also handles slide duplication, and acts as a collection station for commercial processing of color 
photography. Computer-developed color slides are a major area of service. 

Health Sciences and Human Services Library 

"The library is always one of the first places you look to in order to measure the quality of any institu- 
tion of higher education. Those who see our new library, from the outside and inside, will have no doubt 
as to the seriousness of our academic mission. This wonderful building puts us in a leadership position 
on an international scale. " — UMB President David J. Ramsay (March, 1998) 

Distinguished as the first library established by a medical school in the United States, the 
University of Maryland continued its leadership role when the new Health Sciences and Human 
Services Library (HS/HSL) opened in April of 1998. 

The library is the second largest medical school library on the East Coast. The library has six 
levels and covers 190,000 square feet which includes the Tower Cafe, the HS/HSL coffee lounge. 
This fully-wired and networked library features 1500 data connections for laptop users along with 
50 public-access workstations and three computer classrooms. There is seating for 900 individuals 
in the library. This arrangement includes 130 individual study-carrels and 40 collaborative 
learning rooms always available to students. 

If a library user forgets to bring their laptop, the library's Research and Information Commons 
on the main floor provides 37 workstations that have access to everything from the Web to email 
to databases to full-text journals/textbooks to applications. The library's 360,000 volumes and 
2300 journal titles are accessible through HS/HSL online catalog. 

The HS/HSL digital information resources are available offsite through the web site 
( Additionally, the Web page directs users to other valuable 
resources from around the world and is also the first place to look for additional news and infor- 
mation about the Health Sciences and Human Services Library. 

UMnet, the campus computer network that provides 24-hour offsite (campus computer labs, 
home or office) access to electronic resources, undergirds the library databases and services, e-mail, 
Internet and World Wide Web resources. UMnet assistance, as well as account registration 
support, is provided by the HS/HSL. Valuable information regarding UMnet can be found at the 
HS/HSL's web site. All students are provided with UMnet accounts and free access to the HS/HSL 
digital resources. 

All library services are fully supported by a staff of librarians, computing and network support 
professionals. The staff is available for consultations and instruction as well as assistance in plan- 
ning for the integration of information skills into curricula and courses. 

Resources 47 

In addition to serving all the professional schools on campus and the University of Maryland 
Medical Center, the library is a nationally recognized leader in information technology and serves 
as the Regional Medical Library for the Southeastern United States, Region 2 of the National 
Network of Libraries of Medicine. 

For further information about the library and its services, access the library's Web address at 

Medical Alumni Association 

The Medical Alumni Association - the oldest independent medical alumni association in the 
United States - has served all students, graduates, faculty and staff affiliated with the School of 
Medicine since 1875. Located in Davidge Hall, 522 West Lombard Street, the Medical Alumni 
Association office is open weekdays. Among its many activities, the association coordinates the 
annual Reunion weekend, publishes the quarterly Bulletin and sponsors an annual social event for 
each medical school class. 

Since the association inaugurated the Annual Giving Drive in 1978, lectures, scholarships and 
student loans funded by alumni contributions have enriched the programs and goals of the School 
of Medicine on a daily basis. 


Recognizing the importance of providing excellent clinical experiences with stimulating faculty 
and mentors, the School of Medicine has developed a comprehensive network of affiliations 
designed to encompass the continuum of medical care including ambulatory, acute hospital, home 
care, rehabilitation and chronic care. In all programs medical students are trained by and fully 
supervised by School of Medicine, University of Maryland Baltimore faculty. 

Over the past five years a significant effort to coordinate, expand and improve the ambulatory 
care experience has resulted in an extensive ambulatory care network of opportunities. Clinical 
experiences are offered in multi-disciplinary teaching clinics, faculty practices, community clinics, 
private practices and hospital-based ambulatory care programs. Model geriatric clinical education 
programs, designed at three facilities with large cohorts of elderly patients, serve as stimulating 
educational experiences where computer-assisted learning augments the faculty preceptor patient 

Academic tertiary care experience, demonstrating state-of-the-art technology and ongoing 
exciting clinical research, is offered at the three major affiliates: the University of Maryland 
Medical System, the Baltimore VA Medical Center and Mercy Medical Center. Additionally, 
community hospitals with major commitments to the importance of a teaching environment serve 
as outstanding opportunities for primary and secondary health experiences. 

A successful network of community, state and federal psychiatric facilities has resulted in a 
widely acclaimed statewide program for psychiatry training. Special clinical research experience in 
psychiatry is additionally offered at the Institute of Psychiatry and Human Behavior and at the 
Perry Point VA Medical Center. 

Experience in rehabilitation, home care and chronic medical care is offered through several 
facilities, each offering special aspects of expertise for those who wish to pursue psychiatry, neuro- 
rehabilitation and geriatrics. The following sites have formal affiliations with the School of 
Medicine: Baltimore Veterans Affairs Medical Center, Walter P. Carter Center, Children's National 
Medical Center (Washington), Deaton Hospital, Franklin Square Hospital, Greater Baltimore 
Medical Center, Harbor Hospital Center, Johns Hopkins Hospital, Kernan Hospital, Johns 
Hopkins Bayview Medical Center, Maryland General Hospital, Mercy Medical Center, National 

48 School of Medicine 

Orthopedic Hospital, St. Agnes Hospital, Sinai Hospital of Baltimore, Sheppard and Enoch Pratt 
Hospital, Springfield Hospital Center, Spring Grove Hospital Center, Union Memorial Hospital, 
University of Maryland Medical System (includes Shock Trauma and Cancer Center), Western 
Maryland Area Health Education Center (AHEC) and York Hospital (PA). 

The University of Maryland Medical System (UMMS) 

The University of Maryland Medical System is a private, not-for-profit teaching hospital system 
that provides a complete range of inpatient and outpatient services to more than 300,000 people 
each year. UMMS is a national and regional referral center for trauma, cancer, neurocare, cardiac 
care, women's health services, children's health services and physical rehabilitation. It also has the 
largest kidney transplant program in the world. The medical system has 9,000 employees, 1,900 
licensed beds, and gross revenue of $900 million. The major components are: 

The University of Maryland Medical Center in downtown Baltimore (which includes University 
Hospital, the Greenebaum Cancer Center, the R Adams Cowley Shock Trauma Center and the 
Maryland Hospital for Children) was previously an agency of the state of Maryland. It is the 
primary clinical setting for the University of Maryland School of Medicine. It is dedicated to 
providing exemplary health care for the people of Maryland, to preparing students and physicians- 
in-training for the practice of medicine and the allied health professions and to carrying out 
research to improve the quality of health care. 

Since its founding in 1823, the medical center has become a major tertiary care center that 
offers a full range of specialized medical and surgical services. In recent years, as the number of 
health care facilities in urban centers has decreased, the medical center has assumed increasing 
responsibility for its surrounding community. As a result, more than 100,000 city residents look 
to the University of Maryland Medical Center their primary source of health care. 

With 724 beds and located in the heart of Baltimore's UniversityCenter district, University of 
Maryland Medical Center is one of the nation's busiest. In one year it records approximately 
30,000 inpatient admission, 200,000 outpatient visits, and 1,500 births. Every day, nearly 5,000 
people pass through the hospital's doors. The senior medical staff- more than 800 physicians - is 
comprised of the clinical faculty of the School of Medicine who supervise training of the more 
than 600 graduate-physician house staff as well as the medical students. 

Because of its combined professional and academic environment, many outstanding treatment 
programs and research facilities have been developed at the medical center. The R Adams Cowley 
Shock Trauma Center and the University of Maryland Greenebaum Cancer Center are two prime 

The R Adams Cowley Shock Trauma Center, linked with the statewide network of emergency 
communications, transportation and medical care facilities, is second to none. It provides high- 
speed emergency service to more than 6,500 critically injured persons each year - the most severe 
multiple trauma cases in the state - with an impressive 96 percent survival rate. A heliport on the 
roof of the $44 million R Adams Cowley Shock Trauma Center facilitates rapid transport of the 
most severely injured and acutely ill patients. 

At the Greenebaum Cancer Center, collaboration between research scientists and research clini- 
cians has resulted in notable efforts in treating breast, lung and blood-related cancers. It was at the 
cancer center that researchers pioneered the freezing of a leukemia patient's own platelets for later 
use during relapses. The center's physicians work closely with other oncology programs within the 
hospital, tailoring the balance among surgery, radiation and anticancer drugs for each patient's 
optimal treatment plan. The cancer center is nationally known for its blood and marrow trans- 
plant program and its research into new drug development. 

Resources 49 

Other centers of excellence include: 

• University of Maryland Hospital for Children, which provides the full range of pediatric 
services. It houses the state's largest neonatal intensive care unit. 

• The solid organ transplant program, which performs more than 300 transplants each year, 
with capabilities in kidney, pancreas, simultaneous kidney-pancreas, liver, heart and lung. 
The comprehensive program continually surpasses national survival rates in every area. 

• The Maryland Brain Attack Center, where physicians offer new treatments that help 
prevent disabilities from stroke by rapidly restoring blood flow to save brain tissue. The 
institution's neurosurgery department has attracted national attention for its innovative 
techniques used in the treatment of brain tumors. A Gamma Knife Center allows patients 
with inoperable brain tumors a new chance for survival. The Center for Advanced Fetal 
Care, Multiple Sclerosis and Magnetic Resonance Imaging Centers all offer the most 
advanced technology possible. 

• University Sports Medicine provides injury prevention and treatment services to everyone 
from professional athletes, such as the Baltimore Ravens, to college athetes, such as the 
University of Maryland Terrapins, to weekend warriors. 

• An affiliation with the Institute of Human Virology, where world renown experts led by 
Dr. Robert Gallo investigate the cures and prevention of chronic viral diseases, with AIDS 
as a top priority. 

Along with its partner, the School of Medicine, the University of Maryland Medical Center has 
met the rapidly changing health care market with expanded services. These services include: 

• Four primary care sites in West Baltimore. 

• Specialty care in the suburbs in Hartford and Anne Arundel County; and primary and 
specialty care at Shipley's Choice in Anne Arundel County. 

The University of Maryland Medical Center has grown both professionally and physically over 
the years. Today, through partnerships with the University of Maryland's professional schools, it is 
the training site for pharmacists, social workers, dentists, nurses and other health professionals and 
technicians. This interprofessional environment is a unique and valued characteristic of the 
University of Maryland Medical Center. 

In January 2000, the Medical Center launched construction of a new 350,000 square-foot 
building which is presently designed to house components of its emergency services, surgical serv- 
ices, diagnostic imaging, and women's and children's programs. It will stand adjacent to the Homer 
Gudelsky Building, which opened in 1995. 

North Arundel Hospital is a 329-bed acute-care community hospital in Glen Burnie, Maryland. 
Primarily serving residents of northern Anne Arundel County, this suburban community hospital 
is located approximately five miles south of Baltimore, Maryland, and 25 miles northeast of 
Washington, D.C. The facility has numerous areas of specialization including orthopedics, cardi- 
ology, geriatrics and oncology. 

Mt. Washington Pediatric Hospital in Baltimore offers inpatient, outpatient, day programs, and 
home-based care for infants and children. The facility also has a 1 5-bed off-site hospital in Prince 
George's County. 

Maryland General Hospital is a 300-bed community teaching institution that serves as the 
cornerstone of Maryland General Health Systems, Inc., a comprehensive network covering the 
continuum of care needs for more than 100,000 patients annually. 

50 School of Medicine 

Kernan Hospital, a 152-bed orthopaedic and rehabilitation hospital that serves adults and chil- 
dren with orthopaedic and neurological conditions with a full range of inpatient and outpatient 
programs. Kernan includes the William Donald Schaefer Rehabilitation Center with special units 
for stroke, multiple sclerosis, spinal cord and head injury, and geriatric patients with complex 
medical problems. 

Deaton Hospital, a 324-bed, long-term care facility that includes a chronic care facility and a 
nursing home. 

VA Maryland Health Care System (VAMHCS) 

The VAMHCS consists of three Maryland VA Medical Centers located at Baltimore, Fort Howard 
and Perry Point, and an independent 120-bed Rehabilitation and Extended Care Center. Medical 
faculty, students and researchers primarily interact with the health care system's Baltimore facility. 
The Baltimore VA Medical Center was designed to support a large outpatient program with exten- 
sive primary care as well as subspecialty experiences and ambulatory surgery. A growing network 
of community-based outpatient clinics now provide additional access for patients in the Baltimore 
metropolitan area, Southern Maryland and Maryland's Eastern Shore. The VAMHCS houses the 
first radiology service in the nation to offer a completely filmless program, made possible by new 
advances in computer archiving and digital processing of images. Diagnostic quality radiographs 
are available on more than 80monitors throughout the Baltimore VA Medical Center which 
provides improved patient care and expanded opportunities for student and house staff education. 

The VAMHCS contains a fully computerized patient information system and a highly 
advanced electronic medical record. The Baltimore site has bedside terminals which allow for ease 
of patient care and reduced non-productive time for students. The information system allows 
instantaneous clinical queries for clinical research and continuous improvement in patient care. 
Major increases in support staff assigned to house staff teams has resulted in decreased "scutwork," 
activities for students and residents as support staff is more frequently available for routine phle- 
botomy, intravenous line adjustments, escort services and clerical support services. A major recon- 
figuration of nursing and support staff combined with computer designed programs has increased 
the efficiency of the medical care so that students, house staff and faculty can better spend their 
time on direct rather than indirect patient care, and on stimulating educational and clinical 
research areas rather than on cumbersome support delivery problems. 

In the disciplines of medicine, surgery, psychiatry, neurology, anesthesiology, pathology, radi- 
ology, rehabilitation medicine, geriatrics and ambulatory care, there is close integration of the 
faculty, resident and undergraduate levels of the School of Medicine. More than 70 investigators 
have funded research programs in areas including infectious disease, geriatrics, exercise physiology, 
cardiology, immunology, neurology, oncology and schizophrenia. For the past five years, the 
VAMHCS has been among the top three facilities in research funding in the nation. 

Resources 51 

Area Health Education Center Program (AHEC) 

One of the University of Maryland Baltimore's commitments to improving health care delivery in 
primary care is the Area Health Education Center (AHEC) program. 

The AHEC program has been developed to provide comprehensive health care education and 
training for undergraduate and graduate medical students, as well as for students from the other 
UMB health profession schools. AHECs attract students, interns and residents to rural and under- 
served areas, fostering their interest in practicing in such sites. AHEC activities promote increased 
numbers of physicians and other health care professionals, encourage the development of health 
care facilities, provide multi-disciplinary and interdisciplinary training for health professionals, 
and increase capabilities for the existing program of graduate and continuing medical education 
and health training. 

The University of Maryland School of Medicine has directed the Maryland AHEC Program for 
over 20 years. The Maryland AHEC system is comprised two rural centers: the Western Maryland 
AHEC and the Eastern Shore AHEC. The Western Maryland AHEC, established in 1976, is 
located in Cumberland, a rural community in Allegany County. The Eastern Shore AHEC, domi- 
ciled in Cambridge at the Eastern Shore Hospital Center, has been in operation since 1995. Both 
centers afford students the opportunity to understand and experience the valuable and rewarding 
benefits of delivering primary health care in a rural environment. 

School policy requires that students spend eight weeks of their senior year in clinical education 
at an ambulatory site. Some students elect to spend this mandatory rotation at rural sites. 
Additionally, senior medical students may choose a rotation at either AHEC site as a primary care 
elective. These experiences are designed to encourage students to consider practice in similar 
settings and to gain a firm appreciation of the special health needs of rural populations. 

52 School of Medicine 

Student Life 

Office of Student Affairs 

The Office of Student Affairs is designed to provide guidance, advice, help and administrative 
services to students enrolled in the School of Medicine. In addition, the office is responsible for 
monitoring student registration, progress and advancement, graduation and all aspects of student 
life related to undergraduate medical education. To this end the office employs one full-time asso- 
ciate dean, two part-time assistant deans and support staff. 

While the entire staff is available to offer assistance to all students, some staff members also 
assume a specialty area within their overall functions. These specialty areas include senior elective 
advising, student fellowships, career and residency advising, and counseling. 


There is no elective requirement during the pre-clinical years, although many faculty members 
offer elective experiences. Offerings may include such diverse topics as cardiovascular pathology, 
medical rehabilitation, nutrition, alcohol and drug abuse and many research projects. Some expe- 
riences may have prerequisites and may be open only to sophomores. 

Residency Planning 

The Office of Student Affairs maintains a residency advisement program that includes counseling, 
referral to faculty, alumni and community resources and workshops on residency selection provided 
during the junior year. Recent graduates are surveyed periodically so that feedback from a number of 
residency programs of interest to graduates is kept as current as possible. 

We have recently initiated the MedCareers program. This program, developed by the American 
Association of Medical Colleges, helps students select careers in medicine, using a developmental 
approach. In the first year, the program, available on the Internet, administers questionnaires that 
allow the student to find areas of strength and interest. In the second year, students are encour- 
aged to "try on different hats," by participating in various specialty interest groups. In the third 
year, students are given more specific information about specialties and may participate in work- 
shops that focus on strategies for considering various clinical specialties. In the fourth year, the 
program is integrated with other activities in the school to help students solidify career choices. 

Human Dimensions in Medical Education (hdme) 

The HDME Program provides opportunities for informal activities among students and faculty 
outside the classroom setting. These range from social gatherings to small group discussions of 
concerns and feelings related to the personal and professional aspects of medical education and 

Student Life 53 

Students may elect to participate in the HDME Program at any point in their medical school 
career. Many enter the program by attending the pre-freshman orientation retreat held in late 
August. The retreat is attended by students from all levels of training, faculty members and, in many 
cases, spouses or close friends. Thus, participants are provided an opportunity to get acquainted in 
an informal and intimate off-campus setting. Much of the time at the retreat is spent in intensive 
small group sessions. Topics of discussion are determined in each group, but typically include 
adjustment to medical school, the impact of a medical career on domestic life and the problem of 
setting priorities among various professional and personal demands. Recreational activities also are 
included in the four-day experience. Relationships formed at the retreat often continue back on 
campus and even beyond graduation. 

HDME was conceived at The Center for the Study of the Person in Lajolla, California. The 
program is planned and operated locally by a student- faculty committee. One goal of the program 
is to provide an environment in which students and faculty can develop a bond during the four 
years of medical school. Another desired outcome is the development of effective communication 
and listening skills that will enable medical students, house officers and faculty members to 
become better health care providers. 

White Coat Ceremony 

The white coat is a traditional symbol of the medical clinician and scientist. It has come to repre- 
sent the knowledge, skill, and integrity of the medical professional and the highest standards of 
professional work, whether in the classroom, laboratory or clinic. Held in November or December, 
the White Coat Ceremony officially welcomes freshmen students into the professional commu- 
nity. In mid-fall students are asked to provide a list of two or three people whom they would like 
to invite to this ceremony, generally parents or partners. 

Following a continental breakfast, those attending hear a number of short presentations, with 
each speaker addressing the issue of professionalism in medicine from his or her own perspective. 
Speakers include representatives of the medical school administration, the pre-clinical and clinical 
faculty and the student body. Freshmen students are then called individually to the stage to receive 
their white coats from members of the faculty, as well as a copy of the school's Code of Professional 
Conduct. Acceptance of the white coat is an affirmation that, along with acquiring the requisite 
knowledge, the student will accept responsibility for developing and maintaining professional atti- 
tudes and behaviors in work and in relationships with classmates, teachers, patients and the 

The Office of Student and Faculty Development 

The Office of Student and Faculty Development was designed to provide vision and leadership in 
addressing faculty and student development while creating opportunities for them to reach their 
fullest academic and personal potential. Responsibilities of this office are to: 

• Work collaboratively with other offices in the presentation of a comprehensive faculty 
development program, including topics in professional development and teaching skills for 
campus and community-based faculty. 

• Provide leadership in the school's effort to represent and collaborate with others in our 
diverse, multi-cultural scientific community through recruitment efforts and skill develop- 
ment for students and faculty. 

54 School of Medicine 

• Coordinate a mentoring program for students in which regular meaningful contact 
between students and faculty works to guide and promote their career to its greatest 

• Promote appreciation of life-long adult learning among students, residents, and faculty. 

• Advertise award, scholarship and fellowship opportunities for students and faculty, and 
assist in the processing of materials for these opportunities. 

The Office of Student and Faculty Development coordinates programs for high school and 
college students that are designed to increase the number of students entering the medical profes- 
sion. The office works closely with the director of recruitment in the Office of Admissions to 
recruit a diverse group of talented students to the School of Medicine, the Office of Academic 
Development to retain these students, and the Office of Student Research to offer them opportu- 
nities in research projects. 

For additional information contact: 

Donna Parker, MD 

Associate Dean for Student and Faculty Development 

University of Maryland School of Medicine 

655 West Baltimore Street — Room M-004 

Baltimore, Maryland 21201 

(410) 706-7689 

Student Government 

The Student Council is the organization recognized by the medical school administration as the offi- 
cial representative body of the registered students at the School of Medicine. Council duties include 
disbursing student activities funds according to the needs of its members and coordinating student 
input in institutional administrative policy decisions. Student Council officers serve as student repre- 
sentatives to national meetings of organizations that guide national educational and medical policies. 
The council also conducts elections of all class officers. 

Student Organizations 

Alpha Omega Alpha (AOA). Election to AOA, the national medical honor society, is based on 
scholastic achievement, service to the school, qualities of leadership, integrity and fairness to 
colleagues. Students are elected at the end of their junior year or the beginning of their senior year. 
Members coordinate programs and lectures with the goal of furthering academic interest and 
stimulating curiosity. Programs of recent years have included a lecture series on topics in the 
history of medicine, an EKG interpretation course, sponsorship of a Clinical Visiting 
Professorship, campus tours for prospective medical students, and Junior/Senior Night, an orien- 
tation to the match process for junior medical students. 

American Medical Association — Medical Student Section (AMA-MSS). The AMA-MSS is the 
medical student section of the American Medical Association (AMA) that provides leadership 
positions at the local and national levels, the opportunity for involvement in the medical political 
process and medically oriented programs for students and the community. At the University of 
Maryland, the AMA-NSS sponsors several events such as an annual used book sale in August and 

Student Life 55 

a morning donut and bagel sale. Members of the AMA-MSS receive the Journal of American 
Medical Association (JAMA), American Medical News, AMA Member Matters and Pulse, a 
national medical student newsletter. 

Each year the AMA-MSS at the University of Maryland elects and sends a delegate and alter- 
nate delegate to two meetings: the Annual AMA Meeting in June, and the Interim AMA meeting 
in December. Traditionally, the delegate is a second-year student while the alternate is a first-year 

American Medical Student Association (AMSA). The University of Maryland Chapter of the 
American Medical Student Association (AMSA) offers the opportunity to become actively 
involved with a group of dynamic, concerned medical students at the local and national levels. The 
immediate benefit of membership is working and socializing with peers in friendly, informal 
settings through participation in a wide variety of activities of interests to the membership. 

AMSA is involved in many service activities: microscope and used book sales, coordination of 
the noontime films and lectures, the student phone and housing directories, orientation activities, 
workshops, projects and parties. Other activities include local and national legislative monitoring 
and lobbying, clinic staffing, public education efforts and events coordinated with other school 
organizations. Fundraising projects help to defray expenses of members attending workshops and 
regional and national meetings. In addition, AMSA is willing to sponsor activities that are 
proposed by its members. 

On the national level, AMSA promotes the interests of public health, and the medical students 
serve as a forum and information clearing house for issues of major importance; e.g., AMSA's posi- 
tion on the current administration's proposals as they relate to health care reform and medical 
education. Benefits to AMSA members include a four-year subscription to the student journal The 
New Physician, special interest task force newsletters, informational booklets, discounts on medical 
texts, life insurance policies, the AMSA Mastercard, the "HEAL Deal" for repayment of HEAL 
loans at lower interest rates, a low-interest loan program with increasing monies available each 
successive year of school, and unique educational experiences both at home and abroad — all for a 
single membership fee for all four years of school. The Annual National Convention is open to 
members (partially subsidized by chapter funds) and is a rare and valuable experience. It features 
four days of guest speakers, a multitude of exciting health care presentations and workshops, oppor- 
tunities to share in national policy formulation, a chance to meet other medical students and social- 
izing opportunities. 

American Medical Women's Association (AMWA) Student Branch. The AMWA Student 
Branch at the University of Maryland is a dynamic group responsive to the needs of female 
medical students. While its first commitment remains to provide support and promote friendship 
among students, faculty, and physicians, AMWA also provides a network where students can meet 
and discuss issues such as lifestyles in medicine, career choices, women's health, and political issues 
important to women and the student body at large. 

AMWA is involved in a variety of activities on campus including pot-luck dinners where special 
guest speakers address issues, monthly noon-time business meetings and get- acquainted gatherings 
with students and faculty. Although AMWA is primarily concerned with issues related to women, 
all AMWA functions are open to the entire student body. 

Asian Professional Students Association. The Asian Professional Students Association (APSA) 
was formed by a group of medical students in 1984, and since then has grown to include members 
of other schools at UMB. APSA is open to all students, teaching staff and employees regardless of 
race, cultural background, sex and country of origin. The goals of the association are to encourage 

56 School of Medicine 

dialogue among fellow students of different cultural backgrounds, and to provide a platform for 
those who appreciate Asian culture. APSA also sponsors educational and social activities for its 
members and friends. 

The Better Half. "The Better Half" is a support group open to all medical students and their 
significant others who are interested — husbands, wives, boyfriends, girlfriends. The group's goal is 
both social and supportive. Maintaining a relationship while in medical school can be difficult and 
knowing other people in the same situation can be helpful to both medical students and their part- 
ners. Gatherings such as the pot-luck dinners, wine tasting, wine and cheese and pizza parties are 
popular affairs. A partner is not needed to attend functions. 

Big Sib Program. Each year an upperclassman (usually a sophomore) "adopts" an entering 
freshman as his/her little sib. Newly admitted students receive correspondence from their fellow 
big brothers/sisters during the summer prior to their entry. The program is sponsored by students 
with support of the admissions committee, and is designed to allow entering students to address 
their questions and concerns to fellow students who have already experienced life as a medical 
student. Moral support from big sibs often makes the transition easier for incoming students. 

Bioethics Club. The Bioethics Club is a relatively new addition, formed to explore ethical issues 
faced by students and physicians in the medical world. The group is led by Dr. Henry J. Silverman, 
editor of the University of Maryland Medical System's publication Health Care Ethics, and 
member of the hospital's Ethics Review Committee. At bimonthly meetings, actual cases are 
reviewed and active discussion concerning moral and ethical issues related to particular situations 
or to new legislative rulings across the country is encouraged. Students also have the opportunity 
to attend meetings between patients, their families, physicians and members from the review 
committee and observe the often difficult process of making decisions concerning what course of 
intervention and care is appropriate for each patient. Students, faculty and administrators are all 
encouraged to attend. 

Christian Medical Society. The Christian Medical Society (CMS) at UMB is a local chapter of a 
national organization which meets weekly for fellowship, prayer and discussion. CMS is 
committed to providing Christian fellowship and support for medical professionals, encouraging 
Christians to mature in their faith, challenging them to integrate their medical careers into their 
lives in Christ and providing an environment in which non-Christians can explore the claims of 
Christ. CMS presents meetings on Bible study, short-term missions, ethics, Christian family life 
within the medical profession and evangelism. Dinner is shared every third week. In addition, 
CMS volunteers help staff the Baltimore Rescue Mission which provides medical care to the 
homeless. Members also have the opportunity to participate in local, regional and national confer- 
ences. All students, faculty and hospital personnel are welcome. 

Complementary Medicine Club. The Complementary Medicine Club strives to introduce 
students and faculty alike to various types of therapy which complement traditional western medi- 
cine. Among these complementary medicines are acupuncture, herbal medicine and music 
therapy. The Complementary Medicine Club meets about once every month for an hour-long talk 
and lunch. 

Emergency Medicine Interest Group. The Emergency Medicine Interest Group (EMIG) is a 
student organization whose mission is to expose students to emergency medicine as a career and 
give students an opportunity to learn skills commonly used in emergency situations. To this end, 
EMIG sponsors blood drawing, i.v. and suture labs, ambulance ride-alongs and emergency room 
observation time. EMIG also sponsors talks and luncheons with emergency medicine residents 

Student Life 57 

and faculty on topics such as applying for emergency medicine residency and the history of emer- 
gency medicine. EMIG members are actively involved in research in the emergency department 
and have attended emergency medicine physicians' national conferences. 

Family Medicine Interest Group. The Family Medicine Interest Group (FMIG) is sponsored by 
the Maryland Academy of Family Physicians and the Department of Family Medicine. 
Membership fees for first-year members are paid by the Maryland Academy and members receive 
monthly professional journals free of charge. FMIG sponsors events and lectures relevant to family 
medicine throughout the year. FMIG also encourages student leadership at the state and national 

Gertrude Stein Medical Society. The Gertrude Stein Medical Society is a group of medical 
students whose goal is to foster support among gay, lesbian and bisexual students and to encourage 
interaction and education among all students at the University. The group seeks to help other 
students and faculty understand the special needs of the gay and lesbian community through 
education and community service. The group meets bimonthly with potluck dinners and other 
social events. Some members also volunteer at the Chase-Brexton Clinic. The group is open to all 
students and confidentiality is assured. 

Human Dimensions in Medical Education (HDME). The HDME program (described earlier 
under Office of Student Affairs) is active through much of the year in planning the annual retreat 
as well as other activity programs. Students are welcome to participate in these "behind the scenes" 
activities that are so important to the program's success. 

Internal Medicine Interest Group. This group helps students learn about careers in internal 
medicine. It is student run with faculty input. Opportunities for volunteerism and mentoring are 

Jewish Medical Students Organization. The Jewish Medical Student Association encourages all 
medical students, regardless of specific affiliation (i.e., orthodox, conservative, reform or non- 
Jewish) to join and participate in the group's activities. The association works closely with the 
Jewish Community Center's Office for Graduate Studies which provides sponsorship for many of 
its activities, including Friday night dinners, talks on Jewish medical ethics and the building of a 
sukkah. The association also works with other schools on campus and in the Baltimore area to plan 
joint activities. 

Maryland State Medical Student Association. The Maryland State Medical Student Association 
(MSMSA) is a component of the Medical and Chirurgical Society (Med-Chi) of the State of 
Maryland, which is a state component of the American Medical Association. The MSMSA is 
involved in issues of health care, medical education and peer review, especially in the state of 
Maryland. MSMSA and AMA memberships are usually solicited together, and membership bene- 
fits include subscriptions to the Maryland Medical Journal, and the AMA News. The MSMSA 
provides active student representation in Med-Chi and the AMA. Also, there are several leadership 
opportunities for students in the AMA through MSMSA. 

Medical BreakAway. Medical BreakAway is a nonprofit organization established by medical 
students at the University of Maryland. The organization provides opportunities for medical 
students of all years to volunteer in international medical clinics in need during spring and 
summer breaks. The program emphasizes both medically oriented volunteer work and socially 
related community service projects. 

58 School of Medicine 

Medical Students for Choice. The University of Maryland's Medical Students for Choice 
(MSFC) Chapter is part of a broad organization of medical students at schools throughout the 
nation. The organization was founded by students who were concerned about the lack of abortion 
education in medical schools and residencies, the severe shortage of abortion providers, and esca- 
lating violence against providers. The University of Maryland Chapter hosts educational events, 
creates partnerships with other medical student groups and local pro-choice organizations, and 
works to incorporate abortion issues into the medical school curriculum. 

Organization of Student Representatives. The Association of American Medical Colleges 
(AAMC) was founded over 100 years ago to improve the quality of American medical education. 
It now includes membership of 125 medical schools, 85 academic societies such as the American 
College of Physicians, and 435 teaching hospitals. It maintains numerous data sources available to 
its members and works cooperatively with other medical organizations such as the American 
Medical Association, and provides information and testimony to the U.S. Congress and other 
federal agencies concerning medical and health-related issues. 

The Organization of Student Representatives (OSR), the AAMC's student voice, is composed 
of one student representative from each medical school choosing to participate. OSR members 
gather at an annual meeting each autumn to discuss matters of concern to the nation's medical 
students and to elect an administrative board. The twelve-member administrative board meets 
quarterly with the boards of other AAMC councils to formulate AAMC programs and policies 
reflecting student views. OSR business is also conducted at regional spring meetings. The OSR 
delegate operates to channel information from the AAMC to the medical student body-at-large 
and vice versa on issues of medical education such as the match, changes in medical curriculum 
and student indebtedness. Thus, the OSR serves as an effective liaison between the nation's 
students and medical policy-makers to ensure consideration of student views. 

Pediatrics Interest Group. This group helps students learn about careers in pediatrics. It is student 
run with faculty input. Opportunities for volunteerism and mentoring are encouraged. 

Pediatric Pals. Pediatric Pals is a community service organization created by medical students for 
medical students. It provides a convenient, flexible and fun community service organization. Pals 
visit children who are in the pediatrics ward at the University of Maryland Medical System either 
on a weekly basis (1-4 hrs/wk) and/or during monthly parties on Saturday/Sunday afternoons. Pals 
play Nintendo, read books, sing, rock babies or just "hang out" and be a friend to scared, sad or 
lonely children. After a brief orientation, a Pal can choose as much or as little a time commitment 
as desired. 

Project H.O.P.E.: Helping Others Through Palliative Efforts. Project H.O.P.E. is an organiza- 
tion concerned with the needs of critically and terminally ill individuals of all ages. As a medical 
student, the ability to bring physical comfort to patients in the form of medications and therapies 
is obviously limited, yet the capacity to bring social and emotional comfort to them is limitless. 
Through potluck dinners, instructional workshops, medical rounds, and other activities, the 
members of Project H.O.P.E. reach out to the residents of the American Cancer Society Hope 
Lodge, to the children and families of the Baltimore Ronald McDonald House, and to the patients 
of palliative care clinics and hospice programs in the Baltimore area. Project H.O.P.E. also 
promotes awareness of various end-of-life issues through noontime speakers and luncheons. 

Student Life 59 

Sports Medicine Interest Group. This group helps students learn about careers in sports medi- 
cine. It is student run with faculty input. Students interact with faculty who practice sports medi- 
cine-orthopaedics, family medicine, internal medicine, pediatrics and emergency medicine are 
represented. Students will have opportunities to shadow physician and physical therapists involved 
in this field. 

Student Interest Group in Neurology (SIGN). SIGN educates students on the field of clinical 
neurology as well as other clinical neurosciences. Activities throughout the year include speakers 
(clinical neurologists, residency directors, and other clinical specialists), neurology workshops, 
clinical neuroscience lectures, and a mentoring program for students. 

Student National Medical Association (SNMA). The University of Maryland Chapter of the 
Student National Medical Association (SNMA) is an organization of under-represented minority 
medical students that seeks primarily to provide academic and social support for minority medical 
students at the University of Maryland School of Medicine. The SNMA organizes study groups, 
provides valuable course information and review material, and facilitates organized discussions on 
course requirements and strategies between upperclassmen and entering students. The SNMA also 
seeks to involve itself in health and educational activities which benefit the surrounding commu- 
nity and its youth. In past years the SNMA has been involved in tutoring local high school students, 
presentations to inform high school and college students of medical school opportunities and health 
screening programs in the community. In addition, the SNMA has also sponsored activities for 
Black History Month which have included seminars and films. SNMA is active in programs that 
promote greater interaction among minority students, physicians, faculty and alumni. 


Academic Handbook. The Academic Handbook is the "official word" on medical school policy 
and life, written by those who run the various programs described — administrators, faculty, 
students. Although the book is prepared through the Office of Student Affairs, student participa- 
tion and feedback contribute significantly to its effectiveness. 

AMSA Directory. With financial support from the Office of Student Affairs and the Office of 
Admissions, the American Medical Student Association (AMSA) at UMB compiles a student 
address and telephone directory each fall. The book is available to all medical students at no cost. 

Snowdays. Snowdays is a booklet written by the freshman class for entering freshmen. Designed to 
acquaint students with the University of Maryland Baltimore and surrounding areas and metro- 
politan Baltimore, it includes information on housing, eateries and entertainment that would be 
helpful to people new to the city. Snowdays was conceived in the hope of providing freshmen with 
information that might prove useful before starting the school year. 

Student Answer Book. Published by the UMB campus, this book describes campus-wide services 
such as housing, student health, libraries, the bookstore, and athletic facilities, as well as policies 
in such areas as sexual harassment, smoking, alcohol and drug use, and violence. 

The Yearbook (Terra Mariae Medicus). Since 1896 Terra Mariae Medicus has provided wide 
coverage of student life. It is a collection of moments and memories from the four years of medical 
school put together by the members of each senior class. Each senior receives a yearbook, the cost 
of which is included in the student activities fee. 

60 School of Medicine 

Institutional Governance and Planning 

The Committee System. Several committees are actively involved in shaping the School of 
Medicine, particularly the curriculum and other essential aspects of medical education. Students 
have a voice on these committees. The following committees/councils include students in their 

Curriculum Coordinating Committee (CCC) and Subcommittees. The task of the Curriculum 
Coordinating Committee is to continually study and evaluate the curriculum and methods of 
instruction, to make recommendations concerning changes and innovations in the curriculum and 
instructional procedures, to make a continuing study of the student achievement evaluation 
process and to recommend changes when necessary. In addition, the CCC Subcommittees, i.e., 
Year I/Year II Committee and the Clinical Years Committee (CYC), each include student repre- 
sentatives elected by their classmates. 

School of Medicine Council. Through the School of Medicine Council, representatives of the 
faculty', students, house staff, alumni and affiliated institutions and School of Medicine adminis- 
tration participate in the development of school policies. In addition, council members hear status 
reports from committees appointed by the dean. These include the reports of the Curriculum 
Committee, the Annual Admissions Report and those of the various search committees. The 
Council meets monthly during the academic year, offering students an excellent opportunity to 
develop an understanding of the issues affecting the operation and goals of the medical school. 
There are approximately 80 voting Council members, 1 1 of whom are students. 

Judicial Board. Acceptable behavior within the academic community, including proper behavior 
on examinations, falls within the purview of the judicial review system and its functioning body, 
the Judicial Board. The system and operation of the board are defined in the "Statement of Ethical 
Principles, Judicial Review System and By-Laws of the Judicial Board," which is printed in its 
entirety in the Academic Handbook and distributed to incoming freshmen at orientation. 

The board consists of a chairperson appointed by the dean and representatives of the faculty and 
students in the medical school community. Any member of the community who directly witnesses 
an act that he or she deems unethical should report the incident in a signed letter to the chairman 
of the Judicial Board. The board will then investigate the issue and hold hearings, as defined in the 
aforementioned document. Findings of the board and its recommendations with respect to the 
accused are forwarded to the dean. Three student representatives, one each from the sophomore, 
junior and senior classes, are appointed by their class presidents. 

Ethical Advisory Committee (University of Maryland Medical Center). This state-mandated 
committee is composed of about 25 physicians, nurses, social workers, administrators, clergy, 
attorneys and other personnel, and welcomes the input of students and residents as nonvoting 
participants. The committee advises hospital staff and families on requests regarding difficult 
ethical decisions such as life support for terminal patients, and also helps develop hospital policy 
regarding such critical situations. The committee also serves an educational function to hospital 
staff and reviews legal and legislative decisions. 

Special Task Forces. On occasion, special committees and task forces are established to examine 
school policies or curriculum issues. Where these issues have direct relevance to students, the 
classes are frequently invited to send representatives to these functions. Major changes in policv or 
curriculum typically take two or more years to plan and implement, and this can be frustrating to 

Student Life 61 

students who will be members of each class for only one year. At the same time, however, each 
group of entering students reaps the benefits of changes to which their predecessors have 
contributed and they now have the opportunity to leave a similar legacy to their successors. 

Student Health Services 

The Campus Health Office, located in University Family Medicine Associates (UFMA) offices at 
29 South Paca Street, is open Monday-Friday from 8:00 am-4:30 pm. Students are seen for 
medical appointments by physicians, residents or a nurse practitioner at UFMA at the following 
times: Monday-Thursday from 8:30 am-7:00 pm, Fridays from 8:30 am-4:30 pm and Saturdays 
from 9:00 am-noon. After-hour coverage for emergencies is provided by the physician on-call at 
University Family Medicine. 

The cost of most care provided at student and employee health is paid for through the student 
health fee. Gynecological services, including health maintenance (PAP smears, etc.), family plan- 
ning and routine problems, are provided by the family physicians, residents or nurse practitioner. 
Birth control pills are available at a reduced cost for students receiving their GYN care through 
student and employee health/family medicine. 

All students are required to have health insurance and an excellent insurance policy is available 
through the campus. At registration all full-time students must either purchase the UMB policy 
or waive it by showing proof of comparable coverage. The deadline for waiving the UMB policy 
is in mid-September. If proof of comparable insurance is not received at student and employee 
health by that time, the UMB policy must be purchased for each month the waiver is not 
presented. Demonstrated proof of comparable insurance is required each year the UMB policy is 
not purchased. 

Hepatitis B is an occupational illness for health care providers. It has serious consequences and 
can even be fatal. Immunization against Hepatitis B is required for medical, dental, dental 
hygiene, nursing, medical technology and PharmD students. The series of three immunizations is 
given at the Campus Health Office. 

All new students are required to complete a Report of Medical History and an Immunization 
Record form that documents immunity to childhood illnesses. Students failing to present these 
completed forms as freshmen will not be permitted to register for the sophomore year. 

Students' family members can be seen at Family Medicine Associates. The family physicians 
provide care for the entire family, including obstetrical and pediatric care. For additional infor- 
mation, call (410) 328-8792. 

Counseling Center 

The Counseling Center provides professional counseling services to students and their families. 
Students are encouraged to use Counseling Center services for help in dealing with any kind of 
personal problems they may have. Some of the more common problems that prompt students to 
seek help include stress, relationship problems, adjustment to changes in school or home life, loss 
of a loved one and problems with drugs, alcohol or food. 

Counseling services are completely confidential and no information is shared with administra- 
tion or faculty without the student's written permission. This is not a training site; students are 
always seen by a professional — a social worker, psychologist, psychiatrist, or addiction counselor. 
Counseling is done on an appointment basis and student's class schedules can be accommodated 
in scheduling appointments. There is no out-of-pocket expense to use this service. Call (410) 328- 
8484 for additional information. 

62 School of Medicine 


Baltimore is a fun, friendly city with many affordable and convenient housing options. The brochure 
Housing Options describes on- and off-campus options for UMB students; it is available through 
the admissions office or by calling the Residence Life Office at (410) 706-7766. 

The University Housing Office administrators the housing program for University-owned 
housing, which can house approximately 275 students in two resident locations. The Student 
Union has two floors of traditional dorm-style rooms capable of housing up to 80 students in 
single or double rooms. All rooms are furnished with bed, desk and closet and each floor has a 
kitchenette, lounge and restroom/shower facilities. A laundry room with coin-operated washers 
and dryers is located on the ground floor of the Student Union building. 

Additionally, the University owns 80 apartments in a traditional row house format known as 
Pascault Row. This complex includes efficiency, one-bedroom and two-bedroom arrangements. 
Each apartment is furnished and contains a living area, kitchenette and private bath and is 
designed to accommodate one-to-four students. The Pascault Row complex also has a laundry 7 
room with coin-operated washers and dryers and each apartment has access to storage in lockers 
on the ground floor. 

For housing application and/or information contact: 

University Housing Office 
Baltimore Student Union, Rm. 122 
621 W. Lombard Street 
Baltimore, Maryland 21201-1575 
(410) 706-7766 

The University of Maryland's off-campus housing program is a self-service program designed 
to help students identify housing options convenient to the University. Although the housing 
program is coordinated by University personnel, it is offered only as a convenient way to facilitate 
the housing search. The University does not inspect the properties listed through this service and 
therefore strongly encourages students to personally do so before signing a lease. The University 
has no relationship with the property owners, landlords or realtors who list property through this 

The University Housing Office maintains a kiosk in the lobby of the Baltimore Student Union 
with current information on apartments for rent, rooms for rent, house or condominium for rent 
or sale and roommate referral. There are also other types of off-campus housing information avail- 
able at this kiosk such as Apartment Shopper's Guide and Home Buyers Guide. 

A website has been created for the University at Questions 
related to off-campus housing can be addressed by calling (410) 706-8087. 

Athletic Center 

The campus Athletic Center, located on the tenth floor of the Pratt Street Garage [(410) 706-PLAY], 
offers a variety of programs including intramural sports, fitness/wellness activities, informal recreation, 
mini-courses and special events. The facility is equipped with two basketball and volleyball courts, a 
squash court, an expanded weight room with free weights and Paramount equipment, stationary 
bikes, stair, treadmill and rowing machines and areas to stretch. There are men's and women's locker 
rooms with a sauna and showers. Students are admitted free with valid student ID. Paid positions for 
students are available at the Athletic Center. 

Intramural sports include basketball, volleyball, racquetball, squash, tennis and Softball for 
men, women, coed and open competition. 

Student Life 63 

It is the Athletic Center's goal to provide a comprehensive fitness and wellness program on 
campus. Participation in regular physical activity generally maintains or improves physical and 
mental well being. The center offers a variety of aerobic classes, a total conditioning class, mini- 
screening, fitness walking program, and fitness assessments. Individual fitness assessment includes 
tests for heart rate, blood pressure, weight, flexibility, cardiovascular endurance, body composition 
and muscular endurance. Participants receive personal evaluation of their fitness levels along with 
specific suggestions for developing a healthy lifestyle. 

In conjunction with the University police the center also offers Rape Aggression Defense 
(RAD), a women's self-defense course. Sessions are offered throughout the year and are taught by 
trained and certified instructors. 

University of Maryland Baltimore students may also use the athletic facilities at UMBC which 
include both indoor and outdoor Olympic-size swimming pools, outdoor hard-surface tennis 
courts and Nautilus weight-training equipment. A shuttle bus operates between the two campuses 

Baltimore Student Union 

Many campus-based student services are housed in the Baltimore Student Union. Administrative 
offices include the Assistant Vice President for Student Affairs, Associate Dean of the Graduate 
School, the Graduate School Admissions Office, Auxiliary Services Office, Housing Office, 
Student Financial Aid, Records and Registration, the University Student Government Association 
and the Graduate Student Government Association Offices, Student Services Office for Disabled 
and International Students, Student Transportation Services and a Writing Clinic. In addition, the 
Baltimore Student Union houses the University Bookstore, a deli, the Courtyard Cafe, a 
commuter lounge with full-service vending, TV lounge, meeting room, an ATM machine, laundry 
room and two floors of dormitorv rooms. 

Parking and Transportation 

On-campus parking is available to students. Commuters will first have to purchase a parking 
permit ($1.00) which allows campus parking but does not guarantee a space. Commuters may 
park in the Lexington Garage and Koesters Lot (Lexington and Pine Streets) at the current student 
rate of $3.50 per day on a first-come, first-served basis. 

Students who live in on-campus housing pay for parking by the semester or year and are guar- 
anteed 24-hour parking in a garage adjacent to their residence facility. For more information about 
parking on campus, write Parking and Commuter Services, University of Maryland Baltimore, 
Baltimore, Maryland 21201 or call (410) 706-6603. 

Students who live in the communities adjacent to UMB can use the caravan shuttle, which oper- 
ates in the evenings year round. An intercampus shuttle provides transportation between the 
University of Maryland Baltimore County (UMBC) and UMB. For schedules and information on 
either of these shuttles call the Parking & Commuter Services Office at (410) 706-6603. 

Public transportation makes the campus accessible by bus, subway and light rail. More than a 
dozen MTA bus routes stop in the campus area. The Baltimore Metro (subway) runs from Charles 
Center downtown to Owings Mills in northwestern Baltimore County. A light rail line offers service 
with park-and-ride accommodations from Hunt Valley in northern Baltimore County to Glen 
Burnie in Anne Arundel County. The UniversityCenter stop is located at Baltimore and Howard 

64 School of Medicine 

School of Medicine Departments 

Anatomy and Neurobiology 

Professor and Chair 
Michael T. Shipley, PhD 

The brain is a major frontier in biological research. Significant progress has been made in recent 
years in understanding the brain, from the level of molecular genetics and neural circuits to 
behavior, the final product of neural activity. The Department of Anatomy & Neurobiology 
focuses its energies investigating brain organization and function in medical, graduate and post- 
doctoral education. An outstanding heavily funded faculty, modern well-equipped laboratories 
and state-of-the-art instrumentation make this effort highly successful and internationally visible. 


Major research efforts in the areas of developmental neurobiology, chemical senses and neural 
networks have been added to existing strengths in cellular neurobiology and reproductive neuroen- 
docrinology. A wide variety of research opportunities is made possible by extensive collaboration 
among departmental faculty and neuroscientists in other departments and at other institutions. 
Departmental faculty investigate questions from the molecular to the system level, from gene 
expression through assembly and function of specialized cell-membrane domains to development, 
function and plasticity of neuronal networks. Our faculty apply contemporary molecular, physio- 
logical and anatomical techniques to these questions. Several laboratories use organotypic slice 
cultures to investigate the development and function of neural networks. 


The medical educational goal of the Department of Anatomy & Neurobiology is to provide a basis 
for understanding the development, structure and function of the human body. To this end, 
anatomy & neurobiology faculty are major participants in two integrated teaching blocks, Blocks 
II and VI, and have minor teaching involvement in Blocks IV and VII. Block II, Structure and 
Development, combines gross human anatomy, microanatomy (histology), embryology, radiology, 
surgery and physiology. In Block VI, Neurosciences, neuroanatomy is integrated with neurophys- 
iology, neurochemistry, neurobiology and clinical neurology. In both blocks, lectures are correlated 
with practical laboratory assignments. In this way, the student is provided with a comprehensive 
treatment of the subject matter and has ample opportunity to learn its important clinical impli- 
cations and research applications. 


Graduate students are encouraged to investigate critical biological questions by applying a broad 
range of experimental approaches. Graduate programs lead to the PhD or MD/PhD degrees. The 
program of study is uniquely tailored to individual student needs to establish a foundation in 
molecular and cellular biology with a minimum of required coursework. In addition, courses in 
principles of neuroscience, developmental neurobiology, modern neuroanatomical methods, the 
structure-function of membranes, ion channels, synaptic transmission, imaging, and reproductive 
physiology and endocrinology are available as well as journal clubs in neuroscience, chemosensory 

School of Medicine Departments 65 

neurobiology, membrane biology and reproductive biology. New courses in the analysis of neural 
networks and innovative mini-courses that focus on scientific writing and preparation of grant 
applications to further prepare students to become competitive scientists are planned. 

The department also has an NIH-funded postdoctoral training grant and attracts a high 
number of outstanding postdoctoral fellows. 


Martin Helrich Professor and Chair 
M. Jane Matjasko, MD 

The Department of Anesthesiology provides a required rotation for students during their junior 
year (GSUR 531-01). This weeklong rotation includes clinical experience in the operating room 
as well as didactic experience. Students receive instruction in basic airway, pharmacology and anes- 
thetic techniques. A sub-internship rotation in the surgical intensive care unit and several month- 
long similar electives are offered by the department. A brief description of each course follows: 


The goal of this course is to provide the student with clinical experience in the evaluation and 
management of critically ill patients, primarily, but not exclusively, surgical patients. The student 
spends the majority of the time during this rotation working in the surgical intensive unit (SICU). 
The student will participate in daily work and teaching rounds and have responsibility for the care 
of assigned patients under the direction of the SICU physician team. Students admit patients to 
the unit, perform history, physical and laboratory assessments, present patients on rounds and 
provide ongoing care. 


A month elective in anesthesiology providing active "hands-on" clinical participation to provide 
broad insight into the practice of anesthesiology. Students learn how this specialty functions in 
preoperative evaluation, intraoperative management and post anesthesia care as well as consulta- 
tion services in pain management. Application of the basic sciences during anesthesia is also 


A one month clinical elective in neurosurgical anesthesia. The student will spend time in the oper- 
ating room with senior faculty and senior residents in caring for seriously ill neurosurgical patients. 
Emphasis will be placed on pre-operative evaluation, intra-operative monitoring and post-opera- 
tive care. The student may participate in ongoing clinical or basic science research under faculty 


This elective offers students broad exposure to strategies and techniques employed in pain 
management. At the University of Maryland Pain Management Center, students will participate 
in the evaluation and management of patients with chronic pain syndromes. Alternative therapies 
(acupuncture and hypnosis) are often incorporated. Students also participate in daily morning 
rounds on the Acute Pain Management Service. This consult assists in the management of hospi- 
talized patients with particularly challenging post-operative use of opioids in pain management. 

66 School of Medicine 


The program has a continuing commitment to the development of astute clinicians, avid 
researchers, excellent graduate and undergraduate educators, and quality, compassionate patient 
care. The department administers over 20,000 anesthetics per year. 

The residency is accredited for the training continuum of three years. The diverse curriculum 
permits candidates to fulfill the educational requirements for entrance to the American Board of 
Anesthesiology examination system. Appointments are made at the CA-l/PGY-2 level. The 
Clinical Base Year (CB/PGY-1) is arranged by the candidate. 

Residency training consists of supervised daily instruction in the care of patients requiring 
surgery, obstetric care, pain management, critical care services, and preadmission evaluation. 
Experience is provided in postoperative care, resuscitation, respiratory and circulatory emergency 
care, and ventilator management. 


Individuals may choose to complete subspecialty fellowship training (12 to 24 months) beyond 
the three clinical anesthesia years. There are accredited fellowships in critical care medicine and 
pain management, as well as advanced subspecialty fellowship training in pediatric anesthesiology, 
cardiothoracic, neurosurgical, obstetrics, trauma, and research. 

A fully accredited one-year fellowship program is available in anesthesiology critical care. The 
curriculum includes nine months of critical care experience in the intensive care units at the 
University of Maryland Medical Center and Shock Trauma Center, one month of echocardiog- 
raphy, and two months of an elective. 

Biochemistry and Molecular Biology 

Professor and Chair 
Giuseppe Inesi, MD, PhD 

Biochemistry, including molecular biology and gene expression, seeks to understand the 
phenomena of biology in terms of molecular structure and interaction. It permeates all of modern 
biology and medicine and is a fundamental prerequisite to other medical sciences, particularly 
pharmacology, microbiology, cell biology, pathology and the clinical sciences. 

The teaching goal of the department is to present a concise but comprehensive lecture-confer- 
ence course including as major subjects: proteins, enzymes, nucleic acids, intermediary metabo- 
lism, energy production and utilization, chemical aspects of hormones, protein and nucleic acid 
biosynthesis, with general reference to cell and molecular biology and genetics. 

The Department of Biochemistry and Molecular Biology faculty is involved in teaching the 
first-year blocks; Block IV-Cell and Molecular Biology, Block V-Neurosciences and Block VI- 
Functional Systems. 


Cell and molecular biology courses are concentrated in a ten-week period in late fall of the 
freshman year. Activities include plenary lectures, small group conferences with problem-based 
learning, independent studies and a series of correlative medicine sessions to demonstrate the 
application of biochemistry to the understanding of human disorders. 


The Department of Biochemistry and Molecular Biology also offers PhD programs, and a 
MD/PhD program. Classroom teaching for graduate students includes courses in introductory 
biochemistry and molecular biology, proteins and enzymes, biochemistry seminar, muscle: 

School of Medicine Departments 67 

contractility and excitation-contracting coupling and advanced molecular biology. In addition, 
several professors are available as advisors for fulfillment of experimental theses in funded research 

Students interested in biochemistry and cell and molecular biology are encouraged to contact 
individual faculty members about opportunities for part-time or summer research. Limited funds 
have been made available to support part-time research assistants. 


Research interests within the Department of Biochemistry and Molecular Biology are numerous 
and include studies in membrane transport and membrane biochemistry, eukaryotic and prokary- 
otic molecular biology, virus assembly, enzymology, fluorescence and NMR spectroscopy, Ca21 
regulation mechanisms, receptor mechanisms, hemoglobin biochemistry, as well as many others. 
In addition to the individual research programs of the faculty, the department is widely recognized 
for its Center of Fluorescence Spectroscopy, under the direction of Dr. Lakowicz; the NIH 
Program Project on regulation of Ca21 in muscle, under the direction of Dr. Inesi; and the NIH 
Program Project on Hemoglobin Substituents, directed by Dr. Bucci. 


Professor and Acting Chair 
Joseph W. Burnett, MD 

Dermatology faculty teach in the first-year Structure and Development block and in the second- 
year Immunology, Host Defenses and Pathophysiology and Therapeutics blocks. During the 
ambulatory block of the third year medicine students rotation, all students attend eight half-day 
sessions in the clinic. 

DERM 541. Dermatology Elective. Dermatology may be taken as an elective during the fourth 
year. Students work together with the dermatology residents and attending physicians in the diagnosis 
and treatment of a large number of patients with cutaneous disorders. Emphasis is placed on devel- 
oping proficiency in dermatologic examination and description. Students actively participate in grand 
rounds, daily seminars and the weekly journal club. They also attend the clinical sessions of the 
Maryland Dermatological Society. A brief oral presentation and short final examination are required. 


The University of Maryland has a three-year residency program in dermatology which stresses 
both the clinical and research aspects of this specialty. One year of internship in a primary care 
field is required. The usual conferences in a dermatology program, such as pathology, mycology, 
immunology and allergy, basic sciences, journal club, radiation therapy, pharmacology and clinical 
textbook review, are included in the program. 


The University of Maryland has a three-year accredited program in Dermatology, which stresses 
both the clinical and research aspects of the specialty. Each house officer will be assigned his/her 
own patients during this time, and will average at lease 1 5 patients individually per day. We have 
the largest clinic in the area and have affiliations with the adjacent Veteran's Administration 
Medical Center. Our program offers a cooperative attending staff, a large number of patient 
encounters, excellent facilities, and a clinic experience where you see your own follow-up patients 

68 School of Medicine 

over an extended time. A good dermatologist requires knowledge of the progress of the therapy of 
chronic disorders. This knowledge can only be obtained by following patients for months to years. 
There are one or two residency positions available each year. 


The didactic training sessions are conducted by the faculty, selected by the residents and regulated 
by the resident staff. Conferences, including pathology (unknowns and test review), immunology 
and allergy, basic sciences, mycology, journal club, pharmacology unknown kodachromes and clin- 
ical text reviews are included in our program. 


The clinics at the University of Maryland Medical Center and the Baltimore Veterans Affairs 
Medical Center meet in the mornings and afternoons respectively. All of the patients are under 
residents' care with monitoring by chief residents and/or attending staff. The fact that residents 
attend these clinics daily and have primary responsibility for the patients over the course of three 
years is unique in American dermatological training programs. Every afternoon, one resident 
serves as in-hospital consultant. Every morning, one resident runs a busy phototherapy unit at the 
VA. Surgical clinic meets weekly. 


Research experience is available at the University of Maryland dermatology service. Residents are 
required to participate in a project during their residency years. Adequate funds for supplies and 
technical help are in place. Any research proposal requiring the guidance of faculty in another 
department can be pursued in the laboratories of those departments within the medical complex. 


The dermatological surgery experience is excellent. "Hands on" procedural instruction is routine. 
The Department of Dermatology has a full-time Mohs' surgeon and an excellent surgical confer- 
ence schedule. 


Elective time to pursue students' own interests with dermatology or other related fields has been 
made available for senior residents. This has been usually taken during the winter months, in such 
fields as pathology, immunofluorescence diagnoses, phototherapy or dermatological surgery. 


We do not offer surgical or other types of fellowships. While we do not offer research positions or 
research electives, we do offer a clinical elective for 4th year students who have completed their 
internal medicine rotation. The elective is very popular, and priority is given to University of 
Maryland students. Interested students from other institutions should apply to the University of 
Maryland Office of Student Affairs with several months notice. 


Applications will be accepted THROUGH ERAS ONLY. The deadline for completed applications 
is December 1 of each year. Interviews are held in January by invitation only. We participate in the 
NRMP match. We will accept applications from individuals who have completed more than one 
postgraduate training year. Please address questions to the residency coordinator at (410) 328-5766. 

School of Medicine Departments 69 

Diagnostic Radiology 

Professor and Chair 
Philip A. Templeton, MD 

Since German physicist Wilhelm Conrad Roentgen discovered the x-ray in 1895, radiology has 
become an integral part of our healthcare delivery system. With advances in technology, radiologic 
studies now establish or verify the diagnosis in three out of four cases of organic disease. The devel- 
opment and integration of nuclear medicine, ultrasonography, computed tomography and 
magnetic resonance imaging (MRI), has provided diagnostic imaging with an even more central 
role in diagnosis and selected (interventional) therapeutic procedures. The radiology department 
at the University of Maryland has state-of-the-art facilities and cutting-edge technologies, making 
it one of the most sophisticated in the world. 


Clinical research is the main focus of departmental research activity. Multiple divisions within the 
department are pursuing a wide variety of research in state-of-the-art technologies such as spiral 
CT, MR imaging, SPECT and PET imaging, teleradiology, and picture-archiving and communi- 
cations system (PACS). The department was among the first in the nation to obtain CT fluo- 
roscopy and portable CT. Specific projects include the evaluation of interventional and 
non-interventional applications of CT fluoroscopy, assessment of MR pulse sequences to improve 
diagnosis, use of spiral CT to decrease the intravenous contrast dose, and a comparison of the 
quality of conventional and PACS images. A complete computed radiography and PACS system 
is installed in University of Maryland Medical Center and the Baltimore VA Medical Center. 

The department is organized into the subspecialty sections of abdominal imaging, angiog- 
raphy/interventional radiology, breast imaging, chest radiology, musculoskeletal radiology, neuro- 
radiology, nuclear medicine, pediatric radiology, trauma radiology and ultrasonography. The 
subspecialty organization and multiple interdepartmental conferences facilitate collaboration with 
diverse clinical specialties. Current projects include cooperative studies with physicians in the 
Greenebaum Cancer Center, MR evaluation of renal-pancreas transplants, CT assessment of 
patients undergoing lung volume reduction surgery, and preoperative local staging of breast cancer 
with MRI and ultrasound. Other projects are underway in cooperation with MIEMSS physicians, 
evaluating the usefulness of CT and MRI in the diagnosis of multiple visceral and skeletal trauma, 
particularly involving the pelvis and acetabuli. Multiple cooperative cardiovascular nuclear medi- 
cine studies are progressing with the Department of Medicine's Division of Cardiology. In addi- 
tion, a national training program for mammographers in practice is being developed. 


The Department of Diagonstic Radiology offers the medical student an opportunity to acquire a 
broad base of knowledge related to imaging in almost all aspects of medicine. Formal instruction 
begins during anatomy in the first year and pathology in the second year. During the third or 
fourth year, students may elect to take the basic radiology course (RADI 540). The curriculum is 
supplemented with small group case discussions with the faculty and contact through interde- 
partmental rounds and conferences involving radiology during clinical rotations. 


Small groups of students are assigned for a period of four weeks to the radiology department. 
Groups are subdivided to allow individual instruction as the student rotates through a series of 
observation periods in selected subspecialties within the department. Students also receive an 

70 School of Medicine 

introduction to the Department of RadiationOncology. Reading assignments, slide-tape exercises, 
a student teaching file and seminars form the core of the learning experience. Students attend 
departmental conferences and joint conferences with other departments. 


Students learn more about appropriate use of diagnostic imaging and interpreting images. The 
curriculum is flexible, tailored to the needs of the student's career choice. Students are expected 
to investigate a small aspect of imaging within their area of interest and make a short presenta- 
tion to the faculty and residents. This presentation and overall performance, as evaluated by the 
curriculum supervisor, serve as the evaluation criteria for this elective. Students are given the 
opportunity (in all sections) to perform clinical and/or lab research, correlate imaging evalua- 
tions, do statistical analysis, run literature reviews, etc. 


A four-year residency is offered in diagnostic radiology at the University of Maryland Medical 
System. Fellowships are offered in computed body tomography/ultrasonography/MRI, interven- 
tional and vascular radiology, neuroradiology, critical care trauma, musculoskeletal radiology, 
women's imaging, nuclear medicine and chest radiology. 

Epidemiology and Preventive Medicine 

Professor and Chair 

J. Glenn Morris, Jr., MD, MPH & TM 

Modern epidemiology is a biomedical discipline at the interface of clinical practice and basic 
medical science. Preparation for the practice of medicine requires knowledge not only of clinical 
medicine and basic medical science, but also epidemiology, research methods, biostatistics and 
social science. 

The department is engaged in teaching, research and service across the spectrum of public 
health and preventive medicine. The faculty has expertise in clinical epidemiology, biostatistics, 
environmental and occupational medicine, clinical preventive medicine, health services research, 
aging, behavioral sciences, international health, women's health and clinical research methods. 
Departmental courses, seminars, journal club, clinical assignments and supervised research expe- 
riences are offered to enhance the physician's capabilities in these areas of increasing importance to 
clinical medicine. Interdisciplinary relationships have been formed with other departments and 
clinics within the University of Maryland Medical Center and throughout the region. 

The department introduces principles of epidemiology and biostatistics, clinical research 
methods, occupational and environmental medicine and, organization of the health care system in 
the second year, and shows their application to clinical medicine in the third and fourth years of 
the medical school curriculum. 

MD/PhD students can elect to pursue their PhD degree in epidemiology. Another option for 
medical students interested in epidemiology and preventive medicine is a combined MD/MS degree. 

The department sponsors an ACGME approved two-year residency program leading to board 
certification in preventive medicine. The program prepares physicians for positions in federal 
health agencies, state health departments, hospitals, medical schools, public health institutes and 
industry, as well as for the practice of clinical preventive medicine. 

Many of the graduate courses, tutorials and research experiences are available to medical students 
during their elective periods. Students are welcome at departmental seminars listed in the academic 
calendar and at the journal club which is scheduled each week throughout the academic year. 

School of Medicine Departments 71 

Community service activities of the department are carried out in health planning, research and 
evaluation through active collaboration with hospital clinics, health departments, governmental 
agencies and voluntary organizations concerned with public health problems. 


Department research activities cover a broad range of faculty interests. Clinical and community 
intervention studies are directed toward the causes and prevention of major chronic diseases. 
Environmental and genetic risk factors associated with disability are an area of active research. 
Research on hip replacement outcomes, as well as treatment of Lyme disease, exemplifies increased 
attention to the study of medical care effectiveness and outcomes. Behavioral change research, 
particularly smoking cessation and diet modification, focuses on establishing and maintaining a 
healthy life style. The department's program of international health has a research project on viral 
hepatitis in Egypt and investigates the prevention and control of infectious and tropical diseases 
in other parts of the world. Women's health throughout the life cycle has become a recent research 
concentration; musculoskeletal and reproductive health are of particular interest. 

Second Year 

Biostatistical and epidemiological methods, principles of occupational and environmental medi- 
cine and organization of the health care system are integrated into the blocks of systems-oriented 
instruction in the second year. The emphasis is on providing practitioners with the tools necessary 
to evaluate the scientific medical literature critically regarding issues such as disease etiology and 
diagnostic testing, as well as preventive and therapeutic interventions. These concepts are intro- 
duced in lectures and applied in exercises in small-group sessions. The exercises complement 
systems-related material introduced by other disciplines and relate to research papers which 
address clinically relevant issues. 

Clinical Years 

The applications of preventive medicine to clinical practice are presented in the junior-year ambu- 
latory and clinical preventive medicine combined rotation. Emphasis is placed on the important 
role of the physician in health promotion and disease prevention. Sessions focus on risk factors for 
the leading causes of death and disability in the United States and on important issues in health 
care policy affecting physicians and their patients. Students also present patient management cases. 
In the senior year, each student conducts research at an assigned clinical site during the ambula- 
tory care rotation. 


Elective opportunities are available for medical students, including tutorials with selected faculty 
members, supervised research experiences and field experience. Among current offerings are the 

PREV 541. Introduction to Public Health Practice 

PREV 542. Tropical Medicine and International Health 

PREV 543. Clinical Practice in Occupational Health 

PREV 544. Occupational Health Hazard Investigation Field Experience 

PREV 545. Health Problems in Developing Countries 

PREV 546. Occupational Respiratory Healthy Hazard Investigational Field Experience 

PREV 547. Migrant Health Field Experience 

PREV 550. Practical Experience in State-wide Surveillance of Lyme Disease and Ehrlichiosis 

PREV 551. Research in Occupational Health 

PREV 589/599. Research in Epidemiology and Preventive Medicine 

72 School of Medicine 


Summer fellowships in preventive medicine are available to a limited number of students. Each 
student works closely with a faculty member and undertakes a research project in some aspect of 
preventive medicine or epidemiology. Students also participate in departmental seminars, journal 
club and workshops that enhance interaction with faculty members, residents and other students. 
Elective credit may be given upon completion of project requirements. 


The departments graduate program consists of a PhD in epidemiology and an MS in epidemiology 
and preventive medicine, as well as the MD/PhD and MD/MS combined degrees available to 
medical students. Work toward the PhD in the combined MD/PhD degree program will normally 
occupy at least three years between the second and third years of medical school. Contact the 
MD/PhD program office [(410) 706-3990)] for information about stipends. The combined 
MD/MS degree may require one year in addition to the usual four-year medical school curriculum 
which also satisfies one year of the requirements for board certification in preventive medicine. 

The department has a postgraduate two-year residency program in preventive medicine leading 
to eligibility for certification by the American Board of Preventive Medicine. The residency 
provides a variety of individually planned opportunities for advanced study and practice in 
epidemiology, biostatistics, computer science, health care administration, gerontology and occu- 
pational health. Components of the residency program include required and elective graduate- 
level courses, a variety of seminars, journal club and workshops, supervised research experiences 
and field placements in public health or research settings. Course work leads to a Master of Science 
degree in epidemiology and preventive medicine. 

In cooperation with the Departments of Medicine, Pediatrics, Family Medicine and other clin- 
ical departments, combined residency programs may be arranged for qualified applicants leading 
to board-eligibility in both preventive medicine and a clinical specialty. 

School of Medicine Departments 73 

Family Medicine 

Professor and Chair 
Herbert L. Muncie Jr., MD 

The Department of Family Medicine educates family physicians to render high-quality medical care 
to individual patients and families of all ages in a continuous and comprehensive manner. Family 
physicians are responsible for patient care at the point of entry into the health care system; providers 
or coordinators of health care at the secondary and long-term care phases of illness; and coordina- 
tors of tertiary care. 

The department offers educational experiences in family medicine for students at the University 
Family Medicine office, on the Family Practice Inpatient Service, and through an interdisciplinary, 
longitudinal educational program that is guided by a staff of experienced family physicians. 
Moreover, students may participate in community health services, supervised practice experiences 
and health care research. 

Within the discipline of family medicine, several areas are emphasized. The department 
provides regular house calls for 50 frail, homebound elderly in the city. The department has a divi- 
sion of behavioral medicine that further integrates the teaching of basic science, clinical medicine 
and the psychosocial aspects of health care. The division assists in the education of substance 
abuse, training issues related to family violence and abuse, and common mental health conditions 
seen in family medicine, such as anxiety and depression. 

The department has a Program in Complementary Medicine as part of the Lang 
Complementary Medicine Project. This is a research oriented project that examines the effective- 
ness of acupuncture, homeopathy and other complementary medicine techniques in medical care 
with an additional component of education and clinical care. The program has a full-time faculty 
acupuncturist and conducts an annual seminar series on complementary medicine. 

The department has developed an active sports medicine division. Family medicine physicians 
participate in the care of the Baltimore Ravens, University of Maryland Terrapins and the Coppin 
State athletes. A fellowship in primary care sports medicine is available. 

The department has a major focus on providing health care to underserved patients and 
communities, involving community outreach and disease prevention. 


The research efforts of the Department of Family Medicine reflect the broad interests of the 
department's faculty. Current projects, which are clinically oriented and relate to current medical 
problems, range from epidemiologic studies to evaluations of specific therapies. The department 
has a strong interest in health promotion and nutrition, especially as they relate to the family and 
the elderly. The department concentrates on investigating ways to improve community health. 
Collaborative efforts with other departments involve investigations into health promotion, 
screening for HPV infections and the management of the abnormal PAP smear. During their last 
year of training, all family medicine residents are required to complete a research project and to 
present their results at the Annual Family Medicine Residents' Research Day. The department 
faculty, fellows and residents present their research at national meetings, and in journals, books 
and other publications. 


Minimester Electives. During the summer months, students may elect to spend time in the office 
of a selected family physician in order to observe the varied professional activities of a physician 
practicing in the community. During preceptorship experiences, students may participate in direct 
patient care or primary health care research. 

74 School of Medicine 

Family Care Track Program. The Family Care Track (FCT) is an elective undergraduate experi- 
ence designed to teach medical students the principles of family medicine with a focus on the 
urban, poor, multi-problem family. It provides a continuous clinical experience through all four 
undergraduate years. Students are assigned to follow families over the first two years in the depart- 
ment's Family Practice Centers. The families are selected to provide exposure to obstetric, pediatric 
and geriatric care, and to family dysfunction. Supervision is provided to the individual student and 
through the use of small group integration seminars for case discussion. The students also are 
required to complete a community medicine seminar series, a social services preceptorship, a needs 
assessment, a community project and a four-week clinical preceptorship in sites, including some 
located in health-professional shortage areas. 

Up to 40 students are selected each year from the freshman Longitudinal Elective in Family 
Medicine to participate in the FCT program. Credits for this elective include four weeks of senior 
elective credit at the completion of the program. 

Longitudinal Ambulatory. The longitudinal ambulatory clerkship is designed to: 1) give students 
a longitudinal experience in primary care, 2) help the student integrate the management of patient 
problems through the continuum of initial presentation, outpatient and inpatient clinical medicine, 
and 3) allow the student to have an extended interaction with a primary care physician for role 
modeling purposes. Students spend one afternoon every other week with a primary care physician 
(pediatrician, family practitioner or general internist) during their junior year of medical school. 

Third-Year Family Medicine Clerkship. The family medicine clerkship focuses on the guiding 
principles of family medicine: continuity and coordination of care, comprehensiveness, commu- 
nity, prevention, and family. Students spend four weeks in a family medicine practice in either an 
urban or suburban locale. Each Friday during the clerkship students meet at the Department of 
Family Medicine for a series of lectures on the family life cycle and to research, evaluate, and 
present case studies/patients. 

Senior Elective in Family Practice. In this elective, students work with a community family 
physician preceptor. They have the opportunity, under supervision, to manage problems typical of 
a busy practice, ranging from obstetrics to geriatrics. There is ample opportunity to be involved in 
coordinating continuous care of patients over a four-to six-week period. Students begin to under- 
stand the patient in relation to family, job and environment. Furthermore, the student observes 
the role of the physician in society, the social and civic obligations and responsibilities to the 
patient. Site options range from urban health manpower shortage sites to rural private practice. In 
these varied settings, students are expected to conduct a limited clinical investigation, using data 
collected in the practice, and to attend weekly Alcoholics Anonymous or Al-Anon meetings in the 

Senior Sub-Internship in Family Practice. The Department of Family Medicine offers an eight- 
week internship to senior students. This is an extensive inpatient experience utilizing the family 
medicine inpatient service. Variety is a major attraction as the patients' needs range from newborn 
care and obstetrics to adult general medical and geriatric care. The student is exposed to the family 
practice approach to inpatient care with an emphasis on interdisciplinary, comprehensive and 
continuous care and participates in night and weekend call. Students may choose to accomplish 
the rotation at University of Maryland Medical Center or Union Memorial Hospital. The rotation 
at Union Memorial is primarily an internal medicine experience. 

Senior Ambulatory Clerkship in Family Practice. Students may select University Family 
Practice as an option in the required Senior Ambulatory Course. This eight-week rotation exposes 
students to the clinical practice of the Department of Family Medicine residency program. In this 

School of Medicine Departments 75 

setting, students are scheduled to see patients daily in the University Family Practice Center, work 
with a variety of preceptors from the Department of Family Medicine and participate in didactic 
sessions. This ambulatory experience is designed to expose students to the principles and practice 
of family medicine. 


The University of Maryland's approved three-year residency in family practice is one of the oldest 
in the nation. Approximately 30 residents are enrolled in a three-year program. The program's goal 
is to provide comprehensive training in the specialty, utilizing the latest information and educa- 
tional methods. Resident training takes place both at University of Maryland Medical Center, 
where the expertise of faculty in all specialties can be utilized, and in several community hospitals 
where the residents are exposed to a wide variety of patient problems. Flexibility is maintained 
through the availability of electives in order to accommodate specific needs of the trainee. 
Although the majority of graduates are actively engaged in family practice in rural, suburban and 
urban areas, a significant number are pursuing academic careers. 

Medical and Research Technology 

Professor and Chair 

Denise M. Harmening, Ph.D. 

The department currently offers a Bachelor's of Science degree with a concentration in either Medical 
Technology (Clinical Laboratory Science) or Biomedical Science Research (Biotechnology). These 
programs combine the strengths of a major research university with the benefits of small classes and 
a high faculty-to-student ratio. As a component of a large academic health center, the Department 
of Medical and Research Technology affords students unusual opportunities to participate in a stim- 
ulating educational environment while gaining practical experience in clinical laboratory science and 
biotechnology through clinical rotations and externships in industry. 

Medical technology (clinical laboratory science) provides information crucial to the diagnosis 
and prevention of disease, the management of patient therapy and maintenance of health. Medical 
technologists are involved in performing laboratory procedures ranging from identification of 
microorganisms to analysis of body fluids, and providing blood for emergency transfusion. 
Biomedical science focuses upon the discovery, development and production of diagnostic prod- 
ucts and biopharmaceuticals. The biotechnologist uses skills in molecular and cellular biology, 
immunology, protein chemistry and microbial fermentation to produce reagents and products 
used in industry, medicine, and in basic and applied research. 

Students transfer into the program in their junior year following the completion of 60 credit 
hours of prerequisite coursework at a regionally accredited community college or university of 
their choice. Those attending two-year institutions may transfer directly to the Department of 
Medical and Research Technology. Most students complete the professional curriculum in two 
years; however, a three-year, part-time option is available for non-traditional students. To promote 
the departmental philosophy of life-long learning, all students participate in a formalized student 
professional development program. 

Students completing the medical technology program are eligible for certification from national 
agencies such as the American Society for Clinical Pathologists, MT(ASCP) and the National 
Certifying Agency, CLS(NCA). The medical technology concentration of study fulfills require- 
ments set forth by the National Accrediting Agency for Clinical Laboratory Sciences, and the 
department has received a full seven-year accreditation. Students completing the Biomedical 
Science Research Track are eligible for certification from the National Accrediting Agency as a 
specialist in Molecular Biology [CLSp(MB)]. 

76 School of Medicine 

The department has successfully developed a minority outreach program that has contributed 
to one of the highest percentages of minority enrollment in a science-based curriculum at a 
majority institution. In addition, a post-baccalaureate certificate program is offered during the day 
for those individuals who have a bachelor's degree and seek certification in one of the specialty 
areas of the clinical laboratory, such as chemistry, hematology, microbiology, and immunohema- 


The department also offers a Master of Science degree in Medical and Research Technology in 
which students may enroll in either the biomedical science research track or the laboratory 
management track. The graduate program is designed to provide advanced technological, mana- 
gerial, and research skills to students with a BS degree in clinical laboratory science, biomedical 
science research, or other science-related fields. Laboratory management track students must 
complete a Laboratory Management Practicum that includes submission of a management dossier 
containing a professional paper written by the student. One-year of professional work experience 
is required for acceptance into the laboratory management track. Students in the biomedical 
science research track must complete a thesis. 


During the final component of the program, students in the medical technology track complete 
clinical practice courses in four specialty areas: hematology, blood banking, microbiology, and clin- 
ical chemistry. The department is affiliated with clinical facilities in the Baltimore-Washington 
area. Clinical facilities include university-based and community hospitals, as well as independent 
laboratories, located throughout the Mid-Atlantic region. 


The biomedical science research concentration requires students to complete five months of 
externships which may be undertaken in an academic research laboratory or in industry. 
Externship sites are located predominantly in the Rockville/Gaithersburg research corridor. 

The number and variety of clinical and research sites are assets that set apart from others the 
University of Maryland School of Medicine's medical technology and biomedical science research 
programs, and allow students to experience several different work settings. 

For additional information contact: 

Academic Coordinator 

Department of Medical and Research Technology 

University of Maryland School of Medicine 

Allied Health Building, Room 440-B 

100 Penn Street 

Baltimore, Maryland 21201 

(410) 706-7664 

School of Medicine Departments 77 


Theodore E. Woodward Professor and Chair 
William L. Henrich, MD 

The Department of Medicine, or internal medicine as it is called in some schools, teaches the body 
of medical knowledge that enables one to diagnose and treat the illnesses of adults primarily with 
medicines rather than with operations. 

The practitioner of internal medicine is usually called an internist, but he or she may be referred 
to by the title physician, in the specialized use of the word, which can also be applied to any 
medical doctor. An internist may be a cardiologist, an endocrinologist, a gastroenterologist, a 
rheumatologist or a practitioner in one of the dozen or so specialties of internal medicine. But the 
internist always remains the physician (or the diagnostician as internists were called in former 
times) whose special competence is solving difficult diagnostic problems and personally applying 
or obtaining from a colleague the best treatment available. 

The term internal medicine, which derives from the German Innere Medizin, was first used 
during the nineteenth century when many American physicians traveled to Germany and Austria 
for training in what were then the leading clinics and medical laboratories. According to one 
medical historian, "Within a decade or so after 1880, internal medicine was differentiated from 
ordinary clinical medicine, the simple natural history of disease, by emphasizing that it was based 
on experimental work in physiology and physiochemistry." Internists have always required special 
training to acquire their knowledge and skills and have continuously shown a particular interest 
in the scientific basis of clinical work. 

Educating medical practitioners for the state and the nation is the principal training responsi- 
bility of the faculty of the Department of Medicine, but they also seek to develop in some students 
a desire to make useful discoveries through basic or applied research. Fundamental advances in the 
causes and treatment of disease have often been made by internists, for example, the work on 
cholesterol metabolism which in 1985 brought the Nobel Prize in Medicine and Physiology to two 
internists, one a gastroenterologist and the other a geneticist. In keeping with this traditional devo- 
tion to the value of research, the Department of Medicine provides many opportunities for 
students to participate in research and strongly encourages all who may have an interest to expe- 
rience laboratory work with investigators. 

First and Second Years 

The Department of Medicine faculty teach in the first-year Neurosciences and Functional Systems 
blocks, and in the second-year Pathophysiology and Therapeutics, and Immunology, Host 
Defenses, Infectious Disease, Epidemiology and Preventive Medicine blocks. 

Second Year 

PDIA 520. History and Physical Examination. Eliciting an accurate story of the patient's 
complaints (the history) and detecting abnormal findings by physical examination constitute the 
fundamental skills of every physician. To acquire these abilities, students attend introductory 
lectures from members of the faculty; afterwards, groups of two students meet weekly with instruc- 
tors in one of the University of Maryland's teaching hospitals. The students interview and examine 
patients with a wide variety of illnesses and then discuss the findings with their teacher who corre- 
lates the observations with pathophysiological abnormalities being studied in basic science courses. 
The course also includes small group sessions with instructors from neurology, pediatrics and 
psychiatry. This will be incorporated into the Introduction to Clinical Practice block given longi- 
tudinally in the sophomore year. 

78 School of Medicine 

Third Year 

MEDC 530. Clinical Clerkship. This is the fundamental course in internal medicine for medical 
students. The clerkship lasts 12 weeks with eight weeks of inpatient internal medicine and four 
weeks of ambulatory internal medicine. For eight weeks, the students work with the medical teams 
caring for inpatients at two of the department's three primary teaching hospitals: University of 
Maryland Medical Center and the Baltimore Veterans Affairs and Mercy Medical Centers. 
Students join the interns, residents, and nurses for work rounds at 7:00 a.m. and participate in 
daily rounds with their attending physician from the faculty at 9:00 a.m. Conferences are held 
daily; some are case-based sessions facilitated by members of the faculty and are designed to teach 
problem solving ability. During other sessions, students join the residents and faculty at medical 
grand rounds, morbidity and mortality, and ambulatory conference. During the afternoons and 
evenings, clerks participate in the team's care of patients. Time is spent obtaining histories, 
performing physical examinations, obtaining and evaluating other aspects of the patient's database, 
and developing diagnosis and treatment programs with the residents and faculty. During the four 
weeks of ambulatory medicine, students are assigned to one of several university-based or commu- 
nity sites. The goal of this rotation is to introduce students to the basic concepts of ambulatory 
medicine. These include problem focused assessments, decisions about urgency and principles of 
access and continuity of care. Students may spend time in acute walk-in clinics, general medicine 
and primary care clinics, as well as selected subspecialty clinics. 

Fourth Year 

MEDC 548. Student Internship (Subinternship in Medicine). The student internship in internal 
medicine occupies four weeks, all of which must be spent on the general medical services at the 
University of Maryland Medical Center, Baltimore Veterans Affairs or Mercy Medical Centers. 
Student interns work as if they were graduate physicians but under the close supervision of the 
resident and attending physician. Subinterns are on-call in the hospital with their resident physi- 
cians one out of four nights. The amount of responsibility delegated to subinterns depends upon 
the extent of each student's knowledge, dedication and maturity. Successful completion of a subin- 
ternship in medicine prepares students particularly well for graduate internships. 

Laboratory and Clinical Research Electives. The faculty of the Department of Medicine 
strongly encourages all students to join them on a full-time or part-time basis to participate in 
research projects being conducted in the department. This experience may be scheduled at most 
times of the year. Students with an interest in investigation should talk with members of the 
faculty or the chair about the many opportunities available in the Department of Medicine. 


Residency Training. Training in internal medicine continues after graduation from medical 
school in the department's residency program. Approximately 35-40 graduates from leading 
medical schools are appointed to first year residency positions on a competitive basis. Residents 
receive their training at University of Maryland Medical Center and the Baltimore Veterans Affairs 
and Mercy Medical Centers in addition to numerous ambulatory sites. Most first year residents 
continue their training in internal medicine for an additional two years, thus becoming eligible for 
certification as diplomats of the American Board of Internal Medicine. A four-year medicine-pedi- 
atrics track is available to individuals interested in certification in both specialties. Also, five-year 
tracks in medicine-emergency medicine and medicine-neurology are available. All residents receive 
intense clinical training in primary care and the medical subspecialties in a variety of ambulatory 
and inpatient settings under close guidance of the department's faculty. While completing the 
broad core curriculum, residents have the opportunity to explore clinical and basic science research 
areas or engage in individualized electives. Residents are expected to develop their leadership, 
teaching and professional skills while gaining expertise in the vast expanse of internal medicine. 

School of Medicine Departments 79 

Division of Cardiology 

Professor and Head 

C. William Balke, M.D. 


First and Second Years 

Selective lectures are given on cardiology topics as part of the Cell and Molecular Biology, 
Functional Systems and Pathophysiology and Therapeutics courses. Cardiac physical diagnosis is 
taught in lecture and in small groups incorporating normal subjects and patients with abnormal 

Fourth Year 

CARD 541-01. Clinical Cardiology Elective. Students are given the opportunity to actively 
participate in patient evaluation and management recommendations on the consultative services 
at either University of Maryland Medical Center or the Baltimore Veterans Affairs Medical Center, 
working closely with a cardiology fellow and attending cardiologist. Skills in electrocardiographic 
interpretation are taught at sessions three times a week specifically directed to senior medical 
students. The rotation includes the opportunity for the student to observe both invasive and non- 
invasive cardiology techniques. 

Numerous conferences are held weekly within the cardiology division and student attendance 
is encouraged. Specific conferences of interest to the students include EKG interpretation, 
echocardiographic interpretation, clinical cardiology and cardiology grand rounds. 


The Division of Cardiology offers a three year clinical fellowship with additional training available 
in interventional cardiology and electrophysiology. Clinical fellows develop skills in echocardiog- 
raphy, electrocardiography, exercise testing, nuclear cardiology and diagnostic catheterization. 
Patient management and consultations skills are emphasized. Fellows are encouraged to participate 
in clinical and basic science research projects. 

Division of Endocrinology, Diabetes and Nutrition 

Professor and Head 
Alan R. Shuldiner, MD 


2nd-4th years 

Research fellowships during the summer (8-10 weeks) and part-time and full-time during the 
school year are offered for students interested in intensive basic and/or clinical research. Students 
are matched with a faculty member based on their research interests. Ongoing basic research inter- 
ests of the division's faculty members include molecular genetics of type 2 diabetes, obesity, hyper- 
tension, osteoporosis and thyroid disease, molecular mechanisms of insulin resistance, pancreatic 
beta-cell ontogeny, growth and maintenance, functional genomics of adipose tissue, and structure- 
function relationships of cysteine knot growth factors including thyroid stimulating hormone. 
Clinical research interests include genetic control of energy expenditure, glucose metabolism and 
insulin secretion in humans with type 2 diabetes and obesity, pharmacogenetics, prevention and 
treatment of macrovascular and microvascular complication of diabetes, growth hormone defi- 
ciency in adults, as well as clinical trials of agents to manage diabetes, obesity and their complica- 

80 School of Medicine 

tions. Students receive didactic teaching in the molecular, cellular and pathophysiological basis of 
endocrine disorders and diabetes and participate in weekly grand rounds, clinical conferences, 
research seminars and journal and data presentation sessions. 

Second Year 

PATH 520. In the second semester an intensive two-week course is given in collaboration with the 
departments of pathology, pharmacology, pediatrics and ob-gyn. The course emphasizes the 
pathophysiologic basis for clinical disturbances of endocrine functions. 

Fourth Year 

ENDO 541. Clinical Endocrinology and Diabetes Elective. Seniors are provided a broad clinical 
experience through a four- week concentrated period of training devoted to a study of patients with 
clinical disorders of endocrine function. Students are involved in the day-to-day diagnostic evalu- 
ation and management of both hospitalized patients and outpatients, and participate in weekly 
clinics (general endocrinology, diabetes, thyroid cancer, hypertension, bone) under the direct 
supervision of staff members. The pathophysiologic basis for diagnostic and management aspects 
is presented at daily rounds and at weekly in-depth clinical conferences, research seminars, grand 
rounds and journal club. A separate elective of 8-12 weeks available to interested students who 
may desire a longer period of training and/or who wish to pursue a clinical or laboratory research 
project in depth. 

Clinical Endocrinology and Diabetes Rotation (Residents) 

Full-time or part-time positions are available for selected candidates who have usually completed 
one or more years of house officer training. The purpose of this rotation is for residents to gain an 
in-depth understanding of the pathophysiology of endocrine disorders and diabetes, and to gain 
hands-on experience in diagnosing and treating these disorders. The resident will work closely 
with the fellow and attending physician, and will consult in both ambulatory and hospital settings 
to obtain a broad exposure and experience in diagnosis and treatment of endocrinopathies 
(thyroid, parathyroid, neuroendocrine, adrenal, bone, reproductive, pediatric). Extensive training 
in the diagnosis and treatment of diabetes and its complications is provided at the University of 
Maryland Joslin Diabetes Center, including inpatient rotations through the renal and pancreas 
transplantation services. Didactic sessions include weekly grand rounds, clinical conferences, 
research seminars, and journal and data presentation sessions. Residents also have the opportunity 
to become engaged in basic or clinical research. 

Postgraduate Fellowships (Clinical Endocrinology and Research) 

Full-time positions are available to selected candidates with MD degrees who have usually 
completed two or more years of house officer training. Broad clinical inpatient and outpatient 
activities are designed for subspecialty board preparation. Applications and interviews are required. 
Competitive stipends are offered. Fellows consult in both ambulatory and hospital settings to 
obtain a broad exposure and experience in diagnosis and treatment of endocrinopathies (thyroid, 
parathyroid, neuroendocrine, adrenal, bone, reproductive, pediatric endocrine). Extensive training 
in the diagnosis and treatment of diabetes and its complications is provided at the Joslin Diabetes 
Center, including inpatient rotations through the renal and pancreas transplantation services. 
Didactic sessions include weekly grand rounds, clinical conferences, research seminars, and journal 
and data presentation sessions. The fellowship is a two-year program in which the first year is 
predominantly clinical and the second year (with an option for a third and fourth year) is predom- 
inantly research. All fellows conduct independent clinical or basic research programs with gradu- 
ated autonomv. 

School of Medicine Departments 81 

Postgraduate Fellowships (Basic and Clinical Research) 

Full-time and part-time research opportunities are available for candidates with MD or PhD 
degrees in basic and/or clinical research. All fellows conduct independent clinical or basic research 
programs with graduated autonomy. Interested candidates can apply for these positions by submit- 
ting their Curriculum Vitae with a cover letter describing their interests in endocrinology and 
diabetes research. Competitive stipends are available. Typically postdoctoral fellows devote two to 
three years to an intensive research experience. Ongoing basic research interests of the division's 
faculty members include molecular genetics of type 2 diabetes, obesity, hypertension, osteoporosis 
and thyroid disease, molecular mechanisms of insulin resistance, pancreatic beta-cell ontogeny, 
growth and maintenance, functional genomics of adipose tissue, and structure-function relation- 
ships of cysteine knot growth factors including thyroid stimulating hormone. These research activ- 
ities are performed in the division's research laboratories located on the 4th floor of Howard Hall. 
Clinical research interests include genetic control of energy expenditure, glucose metabolism and 
insulin secretion in humans with type 2 diabetes and obesity, pharmacogenetics, prevention and 
treatment of macrovascular and microvascular complication of diabetes, as well as clinical trials of 
agents to manage diabetes, obesity and their complications. This research is performed at the Joslin 
Diabetes Center, as well as in the Division's Amish Diabetes Research Clinic in Lancaster, 
Pennsylvania. Didactic sessions include weekly grand rounds, clinical conferences, research semi- 
nars, and journal and data presentation sessions. Emphasis is also placed on faculty development 
including the potential for graduate course work, and formal and informal training in grant and 
manuscript preparation. 

Division of Gastroenterology 

Professor and Head 
Stephen P. James, MD 


Fourth Year 

GAST 544-01. Clinical Elective. This is a broad clinical experience in consultations, literature 
review and conferences on gastrointestinal (GI) and liver problems. Students evaluate consulta- 
tions with GI fellows and senior staff; plan diagnosis and management; and follow patients 
through definitive treatment and discharge. The rotation includes attendance at four hours of 
conference, 10 hours of GI clinical rounds and four hours of clinic experience weekly. 

Summers Research Electives. GI, liver and nutrition electives are available and may carry a 
stipend. Individually arranged. 

Division of General Internal Medicine 

Associate Professor and Head 
Louis J. Domenici, M.D. 

The general internist at this institution is an individual who is: 1) skilled in all facets of health care, 
both acute and chronic, as well as the ambulatory and inpatient level; 2) an educator of peers, 
students and the public; 3) interested in the impact of health care delivery and its evaluation; 4) 
an able administrator capable of management decision-making and planning; 5) an active partic- 
ipant in the affairs of the community. In addition, the division of general internal medicine 
provides education, clinical training and research experience for medical students and graduate 
trainees to the fellowship level. 

82 School of Medicine 

The goal of the general internal medicine program is to prepare physicians through inpatient, 
ambulatory and elective experiences during the students' clinical years and continue with an exten- 
sive graduate medical education program. The division's faculty deliver a wide range of primary 
and consultative health care services for ambulatory and hospitalized patients at university clinical 
sites, which are also used for student and resident medical training. These clinical sites offer health 
care to university campus professionals, seniors, veterans and the inner city indigent. 


The broad research interests within the division include healthcare worker occupational health, 
quality measurements in residents and employees in long term care, utilization of health care by 
the elderly, evaluation of physician and patient behavior relevant to preventive practices, occupa- 
tional exposure to heavy metals, chemicals and musculoskeletal hazards, nutrition among hospi- 
talized patients, and areas of primary care services to women. 


Selected ambulatory primary care elective experiences are offered as part of the senior ambulatory 
rotation in internal medicine, and there are clinical and research electives in medical consultation 
or on specific projects with faculty. These experiences are offered on campus and at affiliated 
medical institutions. 


The graduate medical education program in internal medicine educates and trains physicians in 
the principles and practices of general internal medicine. The intent is to prepare clinicians by 
providing training via a broad internal medicine curriculum. Specialized training experiences are 
encouraged and are presently available in medical consultation and risk assessment, preventive 
care, rehabilitation or occupational medicine, as well as health services research. Students and resi- 
dents are supervised by a team of clinician educators, practitioners and scientists in the program. 
The faculty include general internists, geriatricians, psychiatrists, epidemiologists, clinical phar- 
macists, primary care nurse clinicians and social workers. 

Division of Geographic Medicine 

Professor and Head 

Myron M. Levine, MD, DTPH 


Postgraduate fellowships in geographic medicine are offered in conjunction with the division of 
infectious diseases. Fellows spend their first year doing clinical rotations on the infectious diseases 
consultation services at the University of Maryland Medical Center, the Baltimore Veterans Affairs 
Medical Center, the Maryland Institute for Emergency Medical Services Systems, and the 
University of Maryland Greenebaum Cancer Center. The second year is spent in clinical or labo- 
ratory research under the supervision of faculty members. 

Research may be conducted in the laboratories of the division in Baltimore or in one of the divi- 
sions field areas in Chile or Africa. The division is closely tied to the University of Maryland 
Center for Vaccine Development. Laboratories are fully equipped for work in molecular genetics, 
immunology, antigen purification, routine and enteric microbiology, parasitology (including 
animal studies) and antimicrobial sensitivity testing. Faculty research interests include the patho- 
genesis and epidemiology of enteric organisms such as Vibrio cholerae and other vibrios, E. coli, 
Salmonella, Shigella, and rotavirus. Much of the research effort is directed towards developing 
vaccines against these enteric pathogens and tuberculosis, as well as vaccine testing against malaria 

School of Medicine Departments 83 

and other nonenteric diseases. The division maintains a close relationship with the Department of 
Epidemiology and Preventive Medicine where fellows may take courses in epidemiology and 
biostatistics during their training. Application is made through the fellowship program director. 

Division of Gerontology 

Professor and Head 
Andrew P. Goldberg, MD 

The goals of the gerontology division at the University of Maryland School of Medicine are to 
teach students and house staff the principles of gerontology and geriatric medicine, and to train 
fellows and junior faculty for academic careers in aging research and clinical geriatric medicine. 
The program emphasizes research in the biology of aging, the prevention of cardiovascular disease 
and the rehabilitation of disabled older people in clinical trials which examine the physiological 
and functional effects of exercise training and nutritional interventions. This enriched academic 
environment allows trainees to learn skills of clinical geriatrics and basic research for careers in 

MEDC 545-23. Geriatric Medicine Elective. There is a wide spectrum of research, clinical and 
educational programs for students, house staff, fellows and physicians interested in clinical training 
and research in gerontology and geriatric medicine. There are opportunities for research training 
in: 1) exercise physiology and nutrition in the management of cardiovascular disease risk factors 
in high-risk older patients; 2) rehabilitation and longitudinal management of the elderly to main- 
tain functional independence and exercise capacity to prevent institutionalization; and 3) basic 
mechanisms of age-related declines in cardiovascular, metabolic and musculoskeletal function. 
Trainees work closely with faculty members in a research curriculum that provides mentored 
training in clinical and basic scientific investigation and in the conduct of clinical trials. A 
Geriatric Research Education and Clinical Center and Claude C. Pepper Older Americans 
Independence Center provide resources for training in basic research, clinical medicine and health 
services research focused in prevention and rehabilitation of older patients with risk factors of 
complications of cardiovascular diseases. Academic programs in these centers seek to increase the 
basic knowledge of the aging process and prevent disability from cardiovascular disease through 
clinical trials of aggressive risk factor and rehabilitation interventions. Knowledge gained from 
these studies is imparted to health care providers, students and trainees through system-wide 
educational programs. 

The clinical programs teach the principles and applications of the treatment and management of 
older patients with a wide spectrum of acute and chronic medical diseases and preventive geriatric 
medicine. Instruction is provided in primary, consultative and long-term care of patients in various 
clinical facilities of the University of Maryland Medical System. Trainees learn the physiology of 
aging and principles of geriatric assessment, preventive maintenance and the treatment and care of 
the older patients in ambulatory medical practices, acute in-patient services, geriatric rehabilitation 
units and in a comprehensive home care program for frail, homebound patients. There is clinical 
training in geropsychiatry to learn counseling, psychopharmacologic and ethical issues in the 
management of older patients with mental illness. This approach provides wide clinical exposure 
and training in relevant skills for an academic career or clinical practice in geriatric medicine. 


The division has an accredited fellowship training program funded by the National Institute on 
Aging researches the effects of exercise and nutritional interventions on the pathophysiology of 
type 2 diabetes, hypertension, hyperlipidemia and changes in body composition with aging. Post- 
84 School of Medicine 

graduate training emphasizes basic and clinical research in the pathophysiology of aging-related 
diseases and the mechanisms by which exercise and dietary interventions prevent cardiovascular 
disease and disability in at-risk older people. Fellows completing post-graduate training in geron- 
tology are eligible for board certification in geriatric medicine. 

Division of Hematology and Oncology 

Associate Professor and Head 
Barry R. Meisenberg, MD 


Fourth Year 

HEMA 541-01. Clinical Elective. Broad clinical experience in both malignant and nonmalignant 

hematologic disorders is available. Students perform hematology consultations with fellows and 

senior staff and have the opportunity to attend multiple clinical and laboratory conferences within 

the University of Maryland Greenebaum Cancer Center. Extensive experience in bone marrow 

aspiration, biopsy and interpretation is provided. Rotations are for a minimum of four weeks. 

MEDC 549-01. Medical Oncology Electives. Two different medical oncology electives are avail- 
able. Students may choose a subinternship on the inpatient service of the University of Maryland 
Greenebaum Cancer Center, which provides students and postgraduate physicians with in-depth 
studies of the diagnosis, natural history and treatment of human cancers. Students will take an 
active role in the day-to-day management of patients on an inpatient cancer ward and will work 
closely with the attending and hematology/oncology fellow. Clerkships in oncology provide close 
interactions with fellows and oncology attendings on the oncology consult service. The wide diver- 
sity of internal medicine diseases seen during the natural history of many cancers makes this an 
intense course in the treatment of many internal medicine problems common to adult patients. 
Clerkships on the medical oncology consultation service provide interaction with other specialties 
in the management of as yet undiagnosed patients as well as the early detection, diagnosis and 
staging of malignancy. Individuals on clerkships are expected to attend a large number of confer- 
ences available on a weekly basis that provide didactic information about natural history, new 
treatments and evolutionary changes in the laboratory understanding of neoplasia. 

Research Electives. Summer research electives in various aspects of hematologic malignancies are 
available. Opportunities are available to work in the cell component therapy section of the 
University of Maryland Greenebaum Cancer Center (a specialized transfusion service), an active 
cytogenetics laboratory, an immunology laboratory studying antigenic characteristics of malignant 
cells, as well as the acquired immune deficiency syndrome (AIDS), electron microscopy laboratory 
and laboratories engaged in the study of leukemic cell differentiation and cellular pharmacology. 
Stipends may be available. 

School of Medicine Departments 85 

Division of Hypertension 

Professor & Head 
Elijah Saunders, MD 

First and Second Years 

Selective lectures are given on hypertension as a part of the physiology, pharmacology, pathology 
and preventive medicine courses. 

Fourth Year 

Electives are available for fourth-year students who will be exposed to and participate in the entire 
program of the hypertension division. This includes experience and supervision in the diagnosis 
and treatment of hypertensive patients on both an inpatient and outpatient basis. Daily rounds by 
senior members of the hypertension division will include students electing this rotation. Students 
will attend the Hypertension Faculty Practice Office and participate in the care of private patients 
in a very busy office devoted to the care of difficult hypertension problems. Students will partici- 
pate in ongoing clinical research programs when appropriate. Students may also elect to attend the 
weekly cardiology clinical rounds sponsored by the cardiology division and the Hypertension and 
Vascular Biology Center research rounds when scheduled. 

Summer Fellowships 

Summer fellowships in hypertension are available to junior and second-year students (who have 
taken physical diagnosis). Participation in clinical drug trials will be offered. 


Electives for a minimum of one month are available for house officers-in-training at the University 
of Maryland Medical Center and relevant conferences in the Baltimore community can be 
attended. Electives are encouraged for residents interested in cardiology, nephrology or 
endocrinology as well as a career in internal medicine with emphasis on hypertension. Trainees will 
have an opportunity to work with hypertension specialists from the Johns Hopkins University 
School of Medicine and School of Public Health, the Maryland Department of Health and Mental 
Hygiene, the Hypertension Commission of Maryland, the American Heart Association, and the 
Baltimore Alliance for prevention and treatment of hypertension and diabetes, and other programs 
in the community which have an interest in hypertension. 

Although the hypertension division does not currently have a fellowship program, training 
opportunities for fellows from other divisions can be arranged. 

Division of Infectious Diseases 

Professor and Head 
Michael S. Donnenberg, MD 


Fourth Year 

INFE 541-01. Infectious Diseases Elective. The discipline of infectious diseases is uncommon in 
internal medicine in that it is not restricted to a single organ system. Indeed the Infectious Diseases 
Consultative Service serves patients in virtually all departments of the hospital. Many of these 

86 School of Medicine 

patients are among the most acutely ill and they often pose the most difficult diagnostic enigmas. 
These presentations are more than an academic challenge; many infectious diseases can be cured 
and the patient restored to previous health. 

A practical working knowledge of clinical infectious diseases has become absolutely critical for 
the following reasons: (1) there has been a huge increase in the numbers of immunosuppressed 
people, not only from HIV infection but also from the substantial increase in bone marrow and 
solid organ transplant recipients, the more aggressive use of cytotoxic chemotherapy and more 
invasive and life-sustaining ICU modalities; (2) the explosion of new antiviral, antifungal and anti- 
bacterial agents requiring familiarity with their spectrum of action and toxicities; (3) the prolifer- 
ation of multiple-antibiotic resistant pathogens which presents virtually untreatable infections; 
and (4) the focus upon infection control, cost containment and quality of practice which have 
arisen with the increased attention to the economics of health care. The diagnosis of infections and 
proper management of patients with these diseases are taught by exposing students to a broad 
spectrum of clinical problems. The appropriate use of microbiology, virology and serology labora- 
tories is stressed. The student sees consultations under the supervision of a full-time attending at 
the University of Maryland Medical Center and Baltimore Veterans Affairs Medical Center. 
Specialized programs are available in AIDS/HIV, in transplant infections, at Shock Trauma, and 
at the Greenebaum Cancer Center. A clinical infectious disease conference for faculty, house staff 
and students is held weekly. 


The Division of Infectious Diseases offers two postgraduate fellowship programs: one in General 
Infectious Diseases and one designed for individuals who which to specialize in HIV care. Within 
each program, there is a clinical track and a research track. The first year is similar in both 
programs and tracks. This year is clinically oriented and is spent consulting on patients with prob- 
lems related to infectious diseases. A very diverse experience is obtained through rotations at the 
University of Maryland Medical Center and Baltimore Veterans Affairs Medical Center, the 
Greenebaum Cancer Center, the solid organ transplant service, the inpatient HIV unit, and in the 
Clinical Microbiology Laboratory. Fellows see consults and supervise residents and medical 
students, and spend much of their time teaching and providing patient care. This is all performed 
under the guidance of full-time faculty, many of whom are experts in subspecialties within infec- 
tious diseases, such as infections in transplant recipients, neutropenic host infections, surgical 
infections and infections in HIV-infected people. During the first year the general and HIV 
programs differ only in the amount of time spent on the inpatient HIV medical service and the 
general consult service. Those individuals in either program who have chosen a clinical track spend 
the second year equally divided between the various rotations and on electives. Available electives 
include rotations in the Shock Trauma unit, in the Baltimore City Health Department, on the 
infectious disease service at the National Institutes of Health, and performing clinical research. 
Those individuals on the research track spend the second and subsequent years of the program 
performing original research. Research interests in the division include molecular pathogenesis of 
bacterial infections, HIV infections, the physiology of acute inflammation, CMV, HIV, papilloma 
virus infections, infections in cancer patients or severely traumatized patients, and infection 
control and nosocomial infections. Research interests within geographic medicine include micro- 
bial genetics, pathogenesis of diarrheal diseases, pathogenesis of malarial infections, and vaccine 
development. During the second and subsequent years the general and HIV program differ in that 
the electives and research opportunities of individuals in the latter program are oriented toward 
HIV infection. All fellows participate throughout their fellowship in a weekly longitudinal infec- 
tious diseases clinic, where under the supervision of the faculty they follow patients with HIV 
infections and other infectious diseases. Application is made through the fellowship program 

School of Medicine Departments 87 

Division of Nephrology 

Professor and Head 
Matthew R. Weir, MD 


Fourth Year 

NEPH 541-01. Clinical Nephrology Elective. Students who have completed their required junior 
electives in medicine, surgery, pediatrics and obstetrics may elect a clinical rotation in nephrology. 
One-month to three-month electives will be accepted. The student is expected to become thor- 
oughly familiar with the approach to patients with kidney diseases and acquainted with clinical 
procedures. Each student will present at one nephrology conference. The typical rotation involves 
the student in consultations with fellows and attending nephrologists, rounds on inpatients, renal 
clinic activities and exposure to the dialysis and organ transplantation programs. Students with 
special interests in particular aspects of kidney function or kidney disease may be permitted to 
pursue those interests after consulting with the division head. 

NEPH 541-03. Nephrology Student Fellowship Elective, Maryland General Hospital. Students 
are exposed to the practice of clinical nephrology and to the management of acute and chronic 
renal failure and organ transplantation. 


Qualified physicians may apply for full-time fellowships in nephrology. Although a one-year clin- 
ical fellowship in organ transplantation may be specially arranged, the standard fellowship is for 
two years of training with the first year structured to produce broad experience in clinical 
nephrology, dialysis and transplantation, its procedures and its literature and basic experience in 
the research lab. The second year is largely elective, permitting fellows to pursue their chosen direc- 
tion with planning and supervision. Additional years of experience for those undertaking special 
projects are available. Fellows completing this program are qualified and prepared to be certified 
in nephrology. 

Division of Pulmonary and Critical Care Medicine 

Professor and Head 
Steven R. White, M.D. 


First Year 

Members of the division take part in teaching the physiology course with emphasis on the clinical 
application to basic respiratory physiology. This includes an introduction to clinical medicine and 
the sessions in the course on correlative medicine. 

Second Year 

In the pathophysiology and therapeutics curriculum, two weeks are devoted to the respiratory 
system. The teaching of clinical medicine is integrated with epidemiology, pharmacology and 
microbiology. This is not a course in respiratory diseases. The most common and important 
groups of diseases are discussed as well as the pathology of respiratory diseases. 

88 School of Medicine 

Fourth Year 

PULM 541-01. Pulmonary Diseases Elective. Fourth -year students participate in all of the activ- 
ities of the division under the supervision of fellows and faculty. They see patients in the wards, in 
consultations and in the outpatient clinic. The students learn to interpret tests of pulmonary func- 
tion and attend all of the conferences in which fellows and faculty participate. Emphasis is on the 
correlation of clinical features with pathophysiologic and roentgenographic features. 

PULM 541-05. Medical Intensive Care Elective, University of Maryland Medical Center. The 
goal of this course is to provide students with clinical experience in managing patients seen in a 
medical intensive care unit. Students will function at the sub-intern level as primary physicians 
and will work with the resident and fellow in charge, as well as the attending physician. Students 
will receive a sound background in circulatory and respiratory physiology. They will be exposed to 
various invasive techniques, including arterial line insertions, Swan-Ganz catheterizations and 
chest tube placements. In addition, there will be exposure to the use of mechanical ventilation in 
the critically-ill patient. 


Stipends are available for the support of nine fellows at the current University of Maryland 
Medical System postgraduate scale. Three years of training in internal medicine are required. The 
goal of the program is to train physicians who are competent in the subspecialties of pulmonary 
and critical care medicine, and in basic or clinical investigation. 

Division of Rheumatology 

Professor and Head 

Marc C. Hochberg, MD, MPH 


First Year 

Members of the rheumatology division participate in teaching the immunology section of the 
microbiology course, the immunopathology section of the pathology course, clinical correlation in 
the biochemistry course, and the epidemiology and biostatistics course. 

Second Year 

The division teaches the examination of the musculoskeletal system during physical diagnosis. 
Students are provided with a copy of the Primer on the Rheumatic Diseases. 

Third Year 

During their rotation on medicine at the University of Maryland Medical System or the Baltimore 
VA Medical Center, junior medical students interact with rheumatology faculty and fellows on the 
rheumatology consult service and receive lectures on diagnosis and management of arthritic and 
connective tissue diseases. Weekly rheumatology grand rounds are open to students. 

Fourth-Year Students and House Officers 

The rheumatology division offers a clinical elective for senior medical students and medical house 
officers designed to present the spectrum of rheumatic disease and approaches to diagnosis and 
management. Integration of clinical features with the mechanisms of disease processes is accom- 
plished through informal tutorial sessions as well as didactic lectures. The rationale for the various 
management programs including drug therapies, physical medicine and orthopaedic surgery is 
emphasized. Experience is gained in performance of diagnostic procedures (e.g., arthrocentesis) 

School of Medicine Departments 89 

and in interpretation of relevant laboratory data. Patients are seen in the out-patient clinics at 
University Health Center and VA Medical Center, as well as in the Faculty Practice Office and on 
the in-patient consult service. 


The division of rheumatology and clinical immunology offers a two-year clinical fellowship and a 
three-year research fellowship that emphasize training in both the clinical and research aspects of 
rheumatology. The purpose of the three-year research fellowship is to produce physician-scientists 
who are well trained clinically and scientifically and who are dedicated to an academic, research- 
oriented career. Three years of prior training in internal medicine are required. 

Microbiology and Immunology 

Professor and Chair 
Jan Cerny, MD, PhD 

Training in microbiology & immunology within the medical school curriculum occurs primarily 
during the sophomore year when all students are required to take the course on Host Defenses and 
Infectious Diseases. Emphasis is placed on basic mechanisms of immunity, principles of microbi- 
ology, medical aspects of infectious diseases and related concepts of pathology, pharmacology and 
epidemiology. In addition, selected Graduate School courses are available to medical students in 
all years. Individual faculty members are available to provide instructions and guidance 
throughout the medical curriculum. The department also offers the PhD degree and encourages 
students to enroll in the MD/PhD program. 


The research programs within the Department of Microbiology and Immunology are oriented 
toward the molecular biology of infectious agents, foreign invader-host cell interactions and the 
molecular and cellular analysis of the immune response. Specific projects in immunology and cell 
biology include molecular analysis of antibody and T-cell receptor genes; lymphocyte activation, 
differentiation and ontogeny; autoimmune diseases and immunology of aging; and cellular and 
viral oncogenes. Projects on microbial disease mechanisms include studies on regulation of gene 
expression in procaryotic and eukaryotic systems, molecular genetics of pathogenic bacteria; 
pathogenesis of vector-borne infectious agents; and new strategies for development of vaccines. 
Studies on latent virus infections, including immunodeficiency viruses (HIV) and herpes viruses, 
are carried out jointly with the Institute of Human Virology. Medical students are encouraged to 
participate in elective research programs of their interests. 


Second Year. Microbiology and immunology faculty have major teaching responsibility in the 
second year, integrated course on Host Defenses and Infectious Diseases. This is the first teaching 
bloc of the second year and is approximately 12 weeks in duration. When appropriate, faculty also 
teach in the Pathophysiology and Therapeutics block. 

A number of Graduate School courses are available to qualified students. Interested students 
should contact the department for details. 

90 School of Medicine 


Professor and Chair 
Kenneth Johnson, MD 

Third Year 

NEUR 530. Neurological Sciences III. All members of the third-year class have a four-week 
neurology clerkship as part of an eight-week integrated neurology/psychiatry rotation. For the 
neurology portion students rotate on one of the neurology or neurosurgery services at University 
of Maryland Medical Center or the adjacent Baltimore Veterans Affairs Medical Center. The 
neurology and psychiatry staff provides a didactic series of lecture-demonstrations, and students 
attend the combined conferences in both disciplines. In addition, students attend rounds and 
assist in the performance of procedures. Under house staff and attending staff supervision, 
students are responsible for the care of patients with neurological disorders in the critical care 
units, on the hospital wards, and in the outpatient clinics. 


NEUR 541. Clinical Electives. After completion of the third year, students are offered a variety of 
clinical experiences on the neurological service at University of Maryland Medical Center, Mercy 
Medical Center, the Baltimore Veterans Affairs Medical Center and the James Lawrence Kernan 
Hospital. The neurological examination of the patient is emphasized, as well as the study and 
application of a wide variety of specialized neurological diagnostic techniques. Each student will 
become proficient in taking a neurological history, performing a neurological exam, and formu- 
lating a reasonable diagnostic impression, differential diagnosis, plan of investigation, and manage- 
ment plan for several of the more common neurological problems. 

NEUR 548. Neurological Research Electives. In all four undergraduate years, a limited number 
of students will have the opportunity to work with individual members of the department in the 
following areas: 1) cerebrovascular physiology; 2) neuromuscular disease; 3) neurophysiology; 4) 
neurochemistry; 5) neurovirology and immunology; 6) computers and neurology; 7) epilepsy; 8) 
degenerative disorders; and 9) molecular-biology and the nervous system. 


Students who have completed their first, second or third years and have an interest in neurolog- 
ical sciences may apply for additional training in clinical neurology or in one of the research labo- 
ratories of the department. Qualified students may receive remuneration as fellows for the 10-week 
fellowships taken during vacation periods. 


There is a fully approved three-year residency training program in the specialty of neurology at the 
University of Maryland Medical System. This provides for clinical training as well as rotation 
through the associated basic science disciplines. In addition, fellowships are available for subspe- 
cialty neurology training, such as EEG and epilepsy, EMG and peripheral nerve disorders, stroke, 
neuroimmunology and neurorehabilitation. For further information contact the department chair. 

School of Medicine Departments 91 


R.K. Thompson Professor and Chair 
Howard M. Eisenberg, MD 

The Department of Neurosurgery manages patients with a large variety of neurosurgical conditions. 
The department places special emphasis on cerebrovascular surgery, neuro-oncology, spinal surgery, 
epilepsy surgery, Gamma Knife radiosurgery and pediatric neurological surgery. Active neuro- 
trauma service at the Shock Trauma Center offers opportunities to not only participate in clinics 
and the operating room, but also critical care rounds dedicated to the central nervous system. 


Two laboratories of specialized research programs are actively maintained within the department. 
The Cebrovascular/Ion Channel Physiology Laboratory studies cellular mechanisms regulating 
cerebral blood flow focusing on ion channel function in cerebral smooth muscle using the patch 
clamp technique. The Neuro-oncology/Molecular Biology Laboratory is devoted to the study of 
programmed cell death in malignant brain tumors. These basic science, research activities are 
complemented by on-going clinical trials of pharmacological agents for treatment of cranial and 
spinal trauma, cerebral vasospasms and brain tumors. 


Third or Fourth Year (Surgical Subspecialty) 

During the third or fourth year, students may choose to spend two weeks on the neurosurgical 
service as part of the surgical subspecialty clerkship. Opportunities are provided for observing 
neurosurgical procedures and participating in all service activities. 

Fourth Year (Sub-Internship) 

A fourth-year elective is available in general neurosurgery. The student works on the neurosurgery 
service for three weeks and one week on the neurotrauma service. Student responsibilities are 
significantly enhanced in the operating room and in providing patient care. Special preceptorships 
in pediatric neurosurgery, neuro-oncology and neurotraumatology are also offered. 


A training program in neurological surgery is available to graduates of accredited medical schools 
who have completed one year of general surgical residency. The five-year program based at the 
University of Maryland Medical System provides residents with the opportunity to develop their 
general neurosurgical skills while gaining valuable experience in research and subspecialty areas. 

Obstetrics, Gynecology and Reproductive Sciences 

Assistant Professor and Interim Chair 
Hugh E. Mighty, MD 

The department provides a learning experience that encourages each student, regardless of ulti- 
mate career choice, to develop professional attitudes, diagnostic skills and knowledge relevant to 
the human female and to her sexual and reproductive systems. This experience enables each 
student to assume more effective responsibility for the general delivery of health care to the adoles- 
cent, adult and aging female, and to the newborn. 

92 School of Medicine 

The student is taught to recognize those patients who require special gynecologic consultation. 
Health-related reproductive and social issues such as family planning and sexually transmitted 
diseases are discussed, as well as other aspects of sexual difficulties, sterilization and pregnancy 

The educational material is presented to familiarize students with all sources of knowledge rele- 
vant to these subject areas. Students may extend their knowledge and skills in a direction and 
depth appropriate to current and ultimate career goals. Students are also encouraged to take elec- 
tives in basic, clinical and social research. 

The service roles focus on the general areas of obstetrical and gynecologic care. Obstetrics deals 
with a high-risk pregnancy population and provides excellent educational opportunities for both 
student and resident. Specialty clinics in endocrinology, complicated pregnancy, cancer, pre- and 
postoperative evaluation and family planning provide specific, specialized areas of instruction in 
addition to serving large numbers of patients. Cancer detection and therapy play a major part in 
the gynecologic program. 

The department utilizes audiovisual aids to enhance the educational experience of both medical 
students and residents. The faculty also contributes to the postgraduate educational programs at 
the University of Maryland Medical System and throughout the state. 


The Department of Obstetrics and Gynecology faculty teach in the first-year Cell and Molecular 
Biology and Functional Systems blocks, and in the second-year Pathophysiology/Therapeutics block. 

Third Year 

OBST. 530. Clinical Clerkship. Students are assigned to obstetrics and gynecology for a period of 
six weeks. As clinical clerks, they participate in the original diagnostic studies, pelvic exam, surgical 
procedures and postoperative care of hospitalized patients. Instruction in prenatal and gynecologic 
outpatient care is accomplished in our community clinics. Seminars and departmental conferences 
with the attending staff and house officers are employed for teaching the art of correlating observa- 
tions, diagnosis and therapy. Frequent and close contact with faculty is achieved by means of a 
preceptorial system that assigns a group of three to four students to a member of the faculty for the 
entire clerkship. As an alternative to the clerkship at the University of Maryland Medical System, a 
similar instructional program is offered to a limited number of students by the obstetrics and gyne- 
cology departments at Mercy Medical Center and Greater Baltimore Medical Center. 

Fourth Year 

OBST. 541. Obstetrics and Gynecology Elective. The student may choose to spend a four- week 
elective in one of five subspecialty areas: high-risk obstetrics, endocrinology, oncology, ambulatory 
OB/GYN, and human genetics. 

Affiliated Hospital Electives: Electives are available at Mercy Medical Center. 

Several additional electives are listed with the Office of Student Affairs. 

School of Medicine Departments 93 


Professor and Chair 

Eve Juliet Higginbotham, MD 


Ophthalmology is integrated into the medical school curriculum throughout the four-year period. 
Introductory lectures in ophthalmology are given in the first year as part of physiology. Second-year 
medical students are introduced to clinical ophthalmologic techniques and common ophthalmo- 
logic diseases during the physical diagnosis course. During their medical clerkships, third-year 
students participate in both inpatient and outpatient examinations with ophthalmology staff. 

Clinical and research electives are available during the senior year. For the clinical clerkship, 
time is divided between the outpatient clinic and the operating room. Patients with a wide range 
of diseases are seen together with faculty who have subspecialty interests. Conferences and grand 
rounds are included in the program. Self-instructional aids are available. 


A variety of clinical trials funded by NIH and industry are ongoing in the department. Infant 
vision, retinopathy of prematurity, ischemic optic neuropathy, glaucoma, and AIDS trials are 
currently in progress. 

Basic research efforts of the department currently concentrate on ocular changes from diabetes 
mellitus and ocular toxicity of radiant energy. Other projects include biochemical effects of aldose 
reductase and its specific inhibitors on the lens, including oxygen toxicity to the lens, particularly 
as related to light-induced damage. Also, projects related to hormonal control of retinal pigment 
epithelium, as well as experimental ocular pathology, form a major part of the research program. 
Elective study opportunities exist for students in this active ophthalmic biochemical research 
program. Postdoctoral fellowships in ophthalmic biochemistry are also available. 


A three-year residency program providing clinical training is offered at the University of Maryland 
Medical System, with rotations to the Baltimore and Wilmington, Del. VA Medical Centers. 
Appointment is by application to the Department of Ophthalmology, University of Maryland 
Medical System. 

In addition, the department also conducts graduate studies in ocular biochemistry in collabo- 
ration with the Graduate School. Facilities for postdoctoral studies are available. 

Orthopaedic Surgery 

James Lawrence Kernan Professor and Interim Chair 
Andrew R. Burgess, MD 

Third Year 

As part of the basic surgical clerkship, general principles of orthopaedic surgery are taught and 
students are introduced to fracture recognition and management, orthopaedic reconstructive 
surgery and to common outpatient conditions affecting the musculoskeletal system. Students 
electing a clinical rotation during the clerkship participate in patient diagnosis and treatment, as 

94 School of Medicine 

well as operative procedures. They receive practical instruction in the use and application of various 
splints and casting techniques. Student conferences and didactic sessions are conducted to supple- 
ment the division's intensive academic program. 

Fourth Year 

Senior students may participate in one-month electives during which they obtain internship-level 
clinical and surgical experience. The elective is offered on each of the University of Maryland 
Medical Center services and at the Shock Trauma Center. Students participate in weekly 
orthopaedic conferences and seminars. Each of the senior electives is under the direction of a full- 
time member of the orthopaedic faculty. 

Graduate Studies 

The Department of Orthopaedic Surgery offers an accredited four-year residency program. Clinical 
and surgical experiences are obtained on the foot, hand, tumor and chronic spine services at the 
University of Maryland Medical Center. Experience with major trauma and spinal injury is 
obtained at the Shock Trauma Center. The pediatric orthopaedic service is based at the James 
Lawrence Kernan Hospital. An intensive academic program in basic science and clinical 
orthopaedic surgery has been developed for resident education. Each resident has a mandatory 
research assignment. 

Orthopaedic Residency and Fellowship Programs 

The Department of Orthopaedic Surgery offers an accredited five-year residency program. Clinical 
and surgical experiences are obtained on the hand, spine, sports, joint replacement, trauma and 
pediatric services. The University of Maryland Sports Medicine program serves as official team 
physicians to the NFL-franchise Baltimore Ravens and all collegiate teams at the University 
Maryland College Park campus. Resident rotations are performed at the University of Maryland 
Medical Center, the R. Adams Cowley Shock Trauma Center, Kernan Hospital, Baltimore VA 
Medical Center and community practices. Residents are involved in basic science education, formal 
journal clubs and other didactic sessions, and complete a research assignment. The Department of 
Orthopaedic Surgery also offers fellowships in sports medicine, spine and orthhopaedic trauma. 


Professor and Interim Chair 
Sanford A. Stass, MD 

The mission of the Department of Pathology is to advance knowledge that will increase the under- 
standing of disease process mechanisms. This knowledge will directly aid the development of 
better diagnosis, treatment, and prevention of human diseases. This goal necessarily includes the 
instruction and training of students to become biomedical researchers, physician practitioners of 
pathology, physician researchers, and allied health professionals in pathology and pathology related 
disciplines. Our mission is achieved through an experiment-based approach to disease. We believe 
that pathology is a crucial discipline to carry out translational research that directly bridges basic 
biomedical science to the patient. Our goals also include continuing the education of health 
professionals in current concepts and technologies of pathology. 

Students achieve this goal in three phases: 1) by acquiring the basic principles of pathology and 
applying those principles to the diagnosis and study of health care delivery expressed in diagnostic 
areas such as surgical pathology, clinical pathology, cytology, forensic pathology and autopsy 

School of Medicine Departments 95 

pathology; 2) by establishing a philosophy of critical evaluation and judgment concerning the 
problems of health and disease in humans; and 3) by developing a sense of personal responsibility 
and ethics for the practice of medicine. 

The department maintains that the study of disease include both structure and function and is 
conducted from the molecular level to that of the patient. Students are exposed to anatomical and 
clinical hospital pathology services with additional training at Baltimore Veterans Affairs Medical 
Center and other local hospitals. 


The Department of Pathology faculty teach during both the first- and second-year blocks. 
However, primary involvement occurs in the second-year with the "Immunology, Host Defenses 
and Infectious Disease, Epidemiology and Preventive Medicine" block, and in the 
"Pathophysiology and Therapeutics" block. Pathophysiology and the study of the mechanisms of 
disease as well as morphology are stressed. 


Elective course offerings supplement the core program for medical students. These offerings span 
a wide range from system-oriented courses such as renal, pulmonary, neurological or cardiovas- 
cular pathology to process-oriented instruction such as environmental pathology, carcinogenesis, 
and research seminars. Seminars engage guest speakers who are the leading authorities in their 
field. Research and clinical preceptorships are encouraged. 

Other available courses are of a more general interest and include seminars in clinical pathology 
or clinical clerkships in Baltimore area hospitals. Medical students also have access to courses in 
experimental pathology such as histochemistry, tissue culture or pathological biochemistry. 


The AAPP admitted the first group of students in 1975 in an effort to permit early specialization 
and target-oriented education. The pathology track begins in the freshman year, making use of all 
the resources of the Department of Pathology and includes three types of experience: 1) exposure 
to the practice of pathology, 2) study of one selected field of emphasis, and 3) exposure to research. 
Up to five students may be admitted during their first year. Students are required to fulfill all the 
requirements of the track; however, they are not committed to seek a career in the field of 
pathology. Training in the track program provide the student with the knowledge of a one-year 
residency program. Time spent in training within the track program can count toward elective or 
residency time. 


Research efforts in the Department of Pathology focus upon the pathobiologic mechanisms of 
human disease at the cellular, subcellular and molecular levels. Current projects involve a broad 
spectrum of diseases, which include cancer, immunologic disease, heart disease, shock, infectious 
disease and aging. 

Cancer research efforts focus upon accurately defining the sequence of events within cells 
following their exposure to confirmed carcinogens, mutagens and environmental toxins. This 
involves the development of varied strategies for assaying human risk from environmental pollu- 
tants and the development of animal and fish models for human disease with environmental 

96 School of Medicine 

Research efforts in heart disease are directed toward providing a definitive description of the 
mechanisms that lead to cell death subsequent to the depletion or complete loss of oxygen supply. 
Identification of parameters whose manipulation might result in impeding or halting cell death, 
and development of improved methods of therapy for preventing the damaging effects of shock 
are integral components of this research. 

Faculty research projects focus on: the delineation of the mechanism by which microbes invade 
and destroy human cells; the identification of microbial antigens with the capacity to elicit an 
autoimmune disease in the host; the study of mechanisms of immunologic injury as related to 
complement-mediated lysis; immune complex diseases and autoimmunity; and the analysis of the 
events leading to cell death as a consequence of the normal process of aging. 


The Department of Pathology offers four graduate program tracks: PhD; combined MD/PhD in 
medical pathology; Master's (thesis track); Master's (non-thesis track: Pathologist's Assistant 
training). Areas of concentration offered in the MS degree program of medical pathology include 
anatomic pathology and clinical chemistry. The master's and doctoral programs train individuals 
for research and service in pathology and related fields. Research programs use modern tech- 
niques, which include quantitative microscopy, flow cytometry with cell-sorting capability, spec- 
trofluorometry, calcium imaging, bioimaging and confocal microscopy, DNA microanalysis and 

The program track leading to a PhD in medical pathology includes comprehensive training in 
experimental pathology with emphasis on the pathogenesis of cell injury and carcinogenesis; gene 
therapy; environmental pathology; development of new diagnostics; and immunology. Students 
working toward the combined MD/PhD degree in medical pathology are enrolled simultaneously 
in the School of Medicine and the Graduate School. The specially tailored graduate program 
recognizes the work and academic achievements of students in the combined program and are 
designed to meet their specific goals and research interests as physician-scientists. 

For details of admission requirements and course offerings, see the pathology section in the 
Graduate School catalog. 


Professor and Chair 
Jay A. Perman, MD 

Our Vision 

To assure every child in Maryland the very best medical care available in an environment dedicated 
to children and their families, with services fully integrated to meet individual needs. 

As the outstanding regional and community referral resource for the primary, specialty and crit- 
ical care of infants and children, we commit to provide: 

• Inpatient care for our sickest children and support for their families, including complete 
subspecialty and emergency services; 

• Strong community service, emphasizing preventive care, especially among at-risk 

• Solid clinical and educational experiences for our students and residents-many of them 
Maryland's future pediatricians, nurses and other health care professionals; 

• An emphasis on laboratory and clinical investigations to ensure the leadership role we've 
established in children's health care research. 

School of Medicine Departments 97 

We believe that children are our future! 

There are 17 subspecialty divisions within the department. 

• The Division of Adolescent Medicine provides clinical care for adolescents from 12 to 
21 years of age in a variety of clinical settings such as the hospital-based adolescent clinic 
and school-based clinics. 

• The Division of Immunology/Rheumatology provides care for a diverse group of 
patients with special emphasis on immune deficiency diseases. The department is nation- 
ally recognized for its HIV evaluation and treatment program. 

• Behavioral and Developmental Pediatrics is a division that provides evaluation and 
treatment services both at the tertiary center and in community sites throughout the state. 
Care is provided for children with dysfunctional behavior and developmental problems, 
disabilities or handicaps. Consultation is provided to a number of local schools. 

• The Division of Cardiology provides exercise testing, Holter monitoring, pacemaker 
implants, and two-dimensional echocardiography color flow. A dedicated pediatric 
catheterization laboratory is the site for state-of-the-art therapeutic interventions. 
Comprehensive fetal echocardiographic services make the department a leader in the field. 

• The newly established Center for Child Protection allows us to combine the expertise of 
faculty nursing and social services in advocating for children's issues in the courts as well as 
advocating on state and national levels. 

• A multidisciplinary staff of critical care specialists meets the special medical, emotional 
and social needs of the sickest children and their families with great compassion and skill. 
Many patients come to the pediatric intensive care unit via our highly respected Maryland 
Express Care for Kids, the largest nurse-led pediatric critical care transport team in the 

• Endocrinology is an internationally recognized division for both its research program and 
clinical endocrine diagnostic unit. The pediatric diabetes program has joined the Joslin 
Center for Diabetes at the University of Maryland, a world renowned program in 
diabetes care. 

• The Division of Gastroenterology and Nutrition is a resource for children with hard-to 
diagnose gastrointestinal problems. This is the country's first center for diagnosis and 
treatment of celiac disease. The division partners with the Center for Vaccine 
Development to do research on infectious diarrhea and vaccine development. 

• As an affiliate of a major national cancer network, the Division of Hematology/ 
Oncology affords patients expert information, hard-to-get experimental drugs, and state- 
of-the-art test and treatment regimens. A team of physicians, nurse clinicians, social 
workers and child life specialists provides sensitive medical care for children and emotional 
support for families. 

• Through the Division of Human Genetics, genetic, pediatric and obstetric expertise is 
integrated to provide clinical and laboratory services for diagnosing and managing genetic 
disorders. We offer comprehensive genetic evaluations, genetic testing, and prenatal diag- 
nosis and counseling. 

• Unique in the United States is the Division of Infectious Disease and Tropical 
Pediatrics. The mission of this division includes ongoing consultation with the Agency for 
International Development, the World Health Organization and the Pan-American Health 
Organization. Many of the faculty are also members of the School of Medicine's Center 
for Vaccine Development. 

• The Division of Neonatology provides advanced tertiary care for the smallest and sickest 
newborns. The state-of-the-art, 40-bed NICU is the largest in the state. The division 
collaborates with its counterpart at Johns Hopkins Hospital in providing transport of criti- 
cally ill neonates from community hospitals to a tertiary center for intensive care. 

98 School of Medicine 

• Within the Division of Nephrology, a multidisciplinary team composed of a physician, 
social worker, dietitian, child life specialist, teacher and psychologist work together as a 
team. They strive to help patients with chronic renal disease maintain a lifestyle as similar 
as possible to that of healthy children. 

• Clinical care in the Division of Neurology focuses on developmental disabilities, progres- 
sive degenerative disorders and epilepsy. The Pediatric Headache Clinic is one of only two 
such clinics in the United States. 

• The Division of Pediatric Medicine is comprised of a group of academic generalists 
committed to primary patient care, education and clinical research. The faculty within this 
division precept the residents for their longitudinal continuity clinic experience. In addi- 
tion, the Community Practice Program, spearheaded by a member of this division, 
provides a complementary continuity experience in the community. 

• Clinical care for children with asthma via a Breath Mobile, which provides community 
access to a health care team, forms the cornerstone of the Division of 
Pulmonary/ Allergy. Other areas of expertise include the care of children with chronic 
lung disease, food allergy, and latex allergy. A research center for the genetics of asthma 
complements the clinical program. 

• The PhD faculty within the Division of Pediatric Research have a primary mission to 
conduct bench research. These scientists collaborate extensively with clinicians. The focus 
of this division is to conduct studies in developmental biology with a special emphasis on 
mental retardation and Sudden Infant Death Syndrome. 

In addition to the work in this division, each of the other specialty divisions does 
research within its own area of expertise. The department ranks among the top 10 of all 
public university pediatric departments in federal research grant awards, and the top 20 
overall. Grants and contracts total more than $19 million. 

• The Sudden Infant Death Syndrome (SIDS) and Pediatric Sleep Disorders Institute 
combine research and therapeutic services for infants at risk for SIDS. For older children 
at risk for obstructive sleep apnea or narcolepsy, overnight sleep studies are conducted and 

In addition, the department has a program in international health. Faculty at the University 
of Maryland Medical Center and Mercy Medical Center who have experience and ongoing 
interest in this area have developed liaisons in both Chile and Uganda. Residents interested in 
taking advantage of this opportunity can learn first-hand the interaction and impact of social, 
economic, cultural and biological factors on health and disease. 

Our Community Partner 

Mercy Medical Center provides patient care and educational experiences which complement those 
activities at the University of Maryland Medical Center. A NICU, full-term nursery, general inpa- 
tient unit, pediatric clinic and urgent care center provide a wealth of opportunities for residents 
and students to learn the practice of pediatrics from a community vantage point. Mercy is an affil- 
iate and its staff are members of the faculty at the University of Maryland Medical Center. Here 
students and residents benefit from their interaction with the practicing community pediatricians. 


The Division of Graduate Education coordinates the graduate residency training programs. In a 
carefully balanced program of primary care, tertiary care and research, residents are prepared for 
careers in primary care medicine as well as for competitive fellowship positions. In addition to the 
training program in categorical pediatrics, training programs in Medicine/Pediatrics and 
Pediatrics/Emergency Medicine are also available. The combined programs foster interactions with 
colleagues who have expertise in other disciplines. 

School of Medicine Departments 99 

A structured, didactic curriculum complements the broad clinical training. Formal teaching 
conferences as well as informal teaching rounds combine to enhance the educational process. 
Residents are certified in neonatal and pediatric advanced life support. Programs are fully accred- 
ited by the Accreditation Council for Graduate Medical Education. 

In addition to the three residency training programs, several fellowships are available. The divi- 
sions of Behavior and Development, Critical Care, Endocrinology, Infectious Diseases and 
Neonatology offer accredited fellowships that provide graduates the opportunity to become board- 
certified subspecialists. Post doctoral fellowships in genetics are available in clinical cytogenetics, 
clinical molecular genetics and clinical biochemical genetics. Postdoctoral training experience is 
also available in the Division of Infectious Disease and Tropical Pediatrics. 


First Year 

Pediatric faculty participate in the Human Behavior block, as well as the Introduction to Clinical 
Practice Course. During the latter experience, students begin to learn the art of clinical medicine 
through patient interviews and observation in various clinical sites. Pediatric faculty also partici- 
pate as facilitators for the problem-based learning curriculum. 

Second Year 

During physical diagnosis, students work with pediatricians on campus and in community sites in 
acquiring the skills necessary to perform a pediatric history and physical examination. The faculty 
also contribute to the didactic lecture series that ties basic science to the practice of medicine 
through clinical correlates. 

Third Year 

Each student spends a total of six weeks in pediatrics. The goal of this experience is to provide 
students with an exposure to preventive care through child health supervision as well as an expo- 
sure to common problems and illnesses. Students learn to provide developmentally appropriate 
care for the whole child in the context of the family unit. This is accomplished through clinical 
experiences in primary care clinics and practices, specialty clinics, the pediatric emergency depart- 
ment, nursery and inpatient unit. A specially designed didactic curriculum and case discussion 
series, with faculty tutors, enhance and solidify the clinical experience. Longitudinal continuity 
clinic experiences are also offered for students interested in fulfilling this requirement in pediatrics. 

Fourth Year 

A number of exciting opportunities are available for senior students wishing to get a more in-depth 
experience in pediatrics. One-month acting internships are available on the general ward service 
as well as in the neonatal and pediatric intensive care units. Ambulatory experiences both at 
University of Maryland Medical Center and Mercy Medical Center afford students the opportu- 
nity to see a large volume of children with a variety of clinical problems. Elective opportunities are 
also available in each of the subspecialty divisions outlined above. An elective month in a given 
subspecialty allows the student to focus on both inpatients and outpatients who are followed by 
the faculty in that division. Students assigned to a longitudinal continuity clinic experience in our 
ambulatory center have the option of continuing this experience during their senior year. A 
number of faculty within the department function as clinical advisors for students who wish to 
pursue residency training and ultimately a career in pediatrics. 

100 School of Medicine 

Pharmacology and Experimental Therapeutics 

Professor and Chair 

Edson X. Albuquerque, MD, PhD 

The department's teaching objectives are to provide medical and graduate students with those 
principles underlying the distribution, metabolism, mechanism of action and toxicity of thera- 
peutic agents or substances. An overriding goal of the medical school teaching program is to 
convey the fundamental principles of basic and clinical pharmacology and therapeutics through 
an interdisciplinary teaching effort which brings together faculty from this department and those 
from other basic science and clinical departments. The faculty of the Department of 
Pharmacology and Experimental Therapeutics therefore provide substantial leadership and partic- 
ipation in the Pathophysiology and Therapeutics course given during the second year of the 
medical curriculum. When needed, the department also provides its teaching expertise to other 
courses throughout the four years of the medical curriculum. 


At the graduate level, there are three defined areas of study (tracks): oncopharmacology, 
neuropharmacology and pharmacological biotechnology. All three tracks incorporate: 1) training 
in modern techniques of pharmacology (molecular biology, receptor biochemistry, cell biology, 
tissue culture, radioimmunoassay, electron microscopy, traditional electrophysiology, patch 
clamping, etc.); 2) research directed toward the study of new drugs and increasing effectiveness of 
existing drugs used in treatment of human diseases; and 3) research to better understand actions 
of drugs and toxins on various organ systems. The department welcomes medical students into 
graduate research through the MD/PhD Program. 

The Graduate School catalog describes the graduate courses and electives which are also avail- 
able to medical students and includes introductory courses for each of the three tracks (neurophar- 
macology, oncopharmacology, pharmacological biotechnology). Some of the available courses are: 
biochemical pharmacology, developmental neurobiology, endocrine pharmacology, fundamentals 
of membrane transport, fundamentals of pharmacology, introduction to membranes, ion chan- 
nels, molecular neuropharmacology, molecular oncopharmacology, pharmacological biotech- 
nology, and synaptic physiology and pharmacology. 

Faculty also offer elective summer courses tailored to the didactic and research needs of individual 
students. Students should consult the coursemaster or graduate program director for further details 

Physical Therapy 

Professor and Chair 

Mary M. Rodgers, PhD, PT 

The School of Medicine offers an entry-level Master's in Physical Therapy (MPT) Program. As an 
integral part of the health care delivery team, students and faculty strive to provide the best 
possible health care and service to their community and state. To help meet these standards, the 
department maintains a well-equipped faculty practice clinic and state-of-the-art, active research 
laboratories for faculty and students. 

Students complete three to four years of pre-professional course work prior to beginning their 
studies on this campus, and three years of professional course work at the University of Maryland 
Baltimore leading to the MPT degree. In the third year, students have the opportunity to select elec- 
tive courses, which vary according to student demand and faculty expertise. 

School of Medicine Departments 101 

Clinical education is an essential part of the department's physical therapy program. The depart- 
ment is affiliated with more than 275 clinical facilities throughout the country. Clinical experiences 
are provided in general acute, rehabilitation, orthopaedic/sports medicine, neurology, pediatric, geri- 
atric, extended care, critical care, home health and community health settings locally and throughout 
the United States. The clinical education program is divided into three practicum periods totaling 26 
weeks of full-time experience. During the clinical practicums, the student has the opportunity to 
integrate knowledge gained from courses and to expand skills in evaluation, treatment and interper- 
sonal communication. 

The faculty of the Department of Physical Therapy have research interests that are dedicated to 
understanding physical dysfunction and determining most effective treatment paradigms. The varied 
backgrounds of the faculty ensure an interdisciplinary approach in research, as well as collaborative 
projects with other departments. Current projects are related to the general areas of development, 
aging and response to exercise or electrical stimulation applied to specific clinical populations of 
wheelchair users, lupus, stroke and Parkinson disease. MPT students are encouraged to participate 
in research activities as hourly workers and/or as an elective experience. 

The MPT degree is also available to practitioners who have completed an entry-level bachelor's 
degree in physical therapy. The length of study expected is one to two years, depending upon full- or 
part-time enrollment and the therapist's background. Another post-professional opportunity is the 
PhD in Physical Rehabilitation Science. Plans are currently underway for a post-professional Doctor 
of Physical Therapy 

For additional information contact: 

Department of Physical Therapy 
University of Maryland School of Medicine 
Allied Health Building 
100 Penn Street 
Baltimore, Maryland 21201 
(410) 706-7720 
(410) 706-6387 (fax) 


Professor and Chair 
Mordecai P. Blaustein, MD 

The Department of Physiology provides lecture, laboratory and seminar coursework in the prin- 
ciples of human physiology for medical students and graduate students. Also offered are advanced 
courses in specialized areas of physiology for graduate students, fellows and interested medical 
students (see Graduate School catalog). 


The faculty of the Department of Physiology are dedicated to elucidating fundamental new infor- 
mation about the mechanisms that underlie physiological processes. Many of the department's 
research programs focus on four general areas: cell and membrane physiology, neurobiology, repro- 
ductive biology and endocrinology, cardiovascular physiology and renal physiology. The research 
programs encompass a number of topics with direct clinical relevance, including projects related to 
cardiac arrhythmias, congestive heart failure, reproduction and contraception, diabetes, cancer, 

102 School of Medicine 

epilepsy and hypertension. Medical students are encouraged to participate in research activities 
during summer and other elective periods. Opportunities for combined MD/PhD training are also 


First and Second Years 

The Department of Physiology is a major participant in the freshman curriculum with faculty 
teaching primarily in Neurosciences (Block VI) and Functional Systems (Block VII) in the first year. 
Other opportunities: A number of elective courses, advanced seminars and research in special 
areas of physiology are open to interested students during the independent study or senior elective 
period or other free time. A combined MD/PhD program requiring additional coursework and 
original research is offered for highly qualified medical students. (See Graduate School catalog for 
additional advanced courses.) 

Fourth Year 

MPHY 542: Seminars in Physiology Elective. Advanced seminars in selected fields of physiology (e.g. 
cardiovascular, renal, endocrine and neural) are offered by arrangement with faculty each semester. 

MPHY 548: Research Elective in Physiology in Selected Fields. Students may elect to carry out 
independent research programs in faculty laboratories. 


Professor and Chair 

Anthony F. Lehman, MD, MSPH 

The goal of undergraduate psychiatric education is to assist students in acquiring an understanding 
of and an appreciation for the application of behavioral and psychiatric principles in patient care 
and health maintenance through an exposure to a progressive sequence of intellectual stimulations, 
clinical experiences and appropriate professional socialization within the interdisciplinary frame- 
work of the new curriculum. More specifically, the curriculum aims to assist the student in: 1) 
acquiring a foundation of knowledge regarding the biological, psychological, sociological and 
humanistic aspects of the practice of medicine; 2) mastering basic interpersonal and psychiatric 
skills relevant to the management of patients with medical and/or emotional illness; and 3) 
emulating attitudes and values that enhance the professional roles and practices of a physician. 


First Year (Psychiatry faculty teach in Blocks II, V and VI of the freshman curriculum.) 
Human Behavior. The Department of Psychiatry takes the lead in teaching the Human Behavior 
block which integrates information about human behavior from the biological, behavioral and 
social sciences as it applies to health, illness and treatment across the life span in our multicultural 
environment. The block introduces the important biopsychosocial framework, stressing the inter- 
acting influences of neurobiologies, psychological and sociocultural factors on human behavior, 
illness and physician-patient interactions. The block is made up of lectures, small group sessions, 
demonstration/discussion periods and problem-based learning (PBL) groups. Psychiatry faculty 
contributes heavily to instruction and also serves as small group leaders in the Introduction to 
Clinical Practice Course. 

School of Medicine Departments 103 

Second Year 

Psychopathology. This area of study is now taught as part of the neuroscience module of the 
Pathophysiology and Therapeutics course in the second year and through additional interdiscipli- 
nary teaching in other relevant systems (e.g., cardiovascular, endocrine, etc.) within the new 
curriculum. The module is designed to provide students with the basic concepts of pathophysio- 
logical and therapeutic interventions relevant to the neurosciences. This contains the core areas of 
clinical psychiatry, including psychopathology and the psychiatric treatment of mental disorders. 
The module seeks to foster an integrative approach to teaching by combining the knowledge and 
skills of faculty from the departments of Psychiatry, Neurology, Pharmacology, Pathology, 
Epidemiology & Preventive Medicine, Neurosurgery and Anesthesiology. The course format is 
based on lectures, audiovisual demonstrations (videotapes, live simulcast clinical interviews) small 
group discussions, problem-solving sessions and assigned readings for self-study. 
Psychiatric Interviewing/Mental Status Examination. This component is part of the second- 
year Introduction to Clinical Practice (ICP) course which is devoted to specialty physical diagnosis 
and examination. The psychiatric course is devoted to psychiatric interviewing, history taking and 
the mental status examination. A general introductory lecture is followed by a series of two four- 
hour small groups sessions where each student performs a live psychiatric interview, observes 
fellow students performing interviews, and reviews interviewing techniques and psychopathologic 
concepts with the small group preceptor. Attempts are made to expose the students to patients 
with psychotic, affective and addictive disorders in their small groups of four to five students. 

Third Year 

Junior Psychiatry Clerkship (four weeks). The junior year provides the main clinical psychiatric 
experience for University of Maryland medical students. The psychiatry clerkship is now offered 
in collaboration with the Department of Neurology's clerkship in a required, combined eight- week 
experience in the junior year. This combined course still provides the student with a core psychi- 
atric experience in addition to providing some integrative experiences with neurology. 

The core four-week psychiatry experience combines acute inpatient, outpatient, consultation, 
addiction and emergency psychiatry assignments in which the student is exposed to an array of 
psychopathologies in a variety of treatment settings. Pharmacologic, psychotherapeutic, biological 
and psychosocial treatment modalities are utilized. 

Students work under the preceptorship of a psychiatry attending and resident while assigned to 
the inpatient services. Four hospitals are utilized for these assignments. They include the 
University of Maryland Medical Center, the Baltimore VA Medical Center, the Walter P. Carter 
Center and Spring Grove Hospital. Students are assigned approximately three patients from the 
inpatient team and serve as their primary medical manager under the direction of the resident and 
attending psychiatrist. This responsibility and involvement with patients provide an ideal setting 
in which the student may apply the biopsychosocial concepts learned in the first-year behavioral 
social sciences course with the concepts of psychopathology and clinical skills of psychiatric inter- 
viewing, history taking and mental status examination acquired in the second-year courses. The 
student assumes an integral role on the multidisciplinary team and ward milieu. 

Students are also given clinical exposure to patients with psychiatric or behavioral problems in 
a variety of other treatment settings. These are generally comprised of two four-hour per week 
assignments with psychiatry faculty in outpatient and consultation settings. Current assignments 
include a university consultation-liaison service, an urgent care walk-in clinic, an addiction consul- 
tation service, a primary care clinic, community mental health clinics, a geriatric psychiatry clinic, 
a child psychiatry clinic and a partial hospitalization program. 

104 School of Medicine 

The scope of seminars includes a review of psychopathology, childhood behavioral disorders, 
addiction psychiatry and psychopharmacology, as well as a clinical case conference focusing on 
interviewing, diagnostic and treatment skills. In addition, there is a monthly combined case 
conference with specially selected patients with neuropsychiatric illnesses. Faculty from both 
neurology and psychiatry attend this conference. 

Students are assigned night-call with a psychiatric resident and additionally are precepted in the 
psychiatric emergency service as part of their rotation. Other opportunities for educational enrich- 
ment include a precepted experiential visit to a community 12-step program (e.g., AA, NA) and 
observing electroconvulsive therapy. Evaluation is based upon individual preceptor evaluations 
(2/3) and a national board multiple-choice examination (1/3). 


The Department of Psychiatry offers elective courses in all four years of the medical school curriculum. 
Elective courses offered in the senior year are numerous and include in-depth psychiatric experiences 
in: inpatient, community psychiatry, emergency psychiatry, forensic psychiatry, child psychiatry, geri- 
atric psychiatry, substance abuse, consultation/liaison psychiatry and research electives. 
Combined Accelerated Program in Psychiatry-CAPP Program. This elective track has become 
nationally visible for its success in engaging students in psychiatry through an advanced four-year 
curriculum that begins in the freshman year. The program has continued to admit 12 freshman 
students each year. From early in the freshman year, the track provides an unfolding progression 
of combined small group seminars and clinical experiences in the behavioral sciences and clinical 

Radiation Oncology 

Professor and Chair 

Carl M. Mansfield, MD, ScD, FACR, FACNM 

Radiation oncology is a specialty devoted to the treatment of benign and malignant tumors. 
Seventy percent of all cancer patients will at some point during their disease need or be eligible for 
radiation therapy. Fifty percent of all patients being treated in the department are being treated for 
a cure. Nearly 40 percent of those treated for cure are treated by a multimodality approach. 
Approximately 30 percent of patients treated for a cure are being treated with radiation therapy as 
a sole method of treatment and as the method of choice to achieve a cure. 

Cancer is a complex disease. The modern and also the best approach to treating this disease is 
multi-modality therapy. Evidence suggests that this approach to cancer offers a patient the greatest 
chance of survival. This requires a multi-discipline approach to the evaluation and treatment. 
Emphasis is placed on the principles of radiation oncology, radiation biology, and radiation 
physics. The student will be taught to value the importance of the combined modality approach 
through lectures, actual case presentation, demonstrations and participation in new patient and 
follow-up clinics. The student uniquely will receive experience in the examination and diagnosis 
of physical findings associated with the pathology of malignant diseases. There will be teaching in 
the area of tumor pathology, biology, and behavior. The student will be made aware of the role of 
radiation oncology and the indications for its use in the management of patients with cancer. 

School of Medicine Departments 105 


Department research efforts are focused upon many areas of oncology. The use of radiation as a 
systemic treatment agent, brachy therapy, hyperthermia, neuro-oncology, stereotaxis, conformal 
therapy, 3-D treatment planning, CT simulation, microcirculation of tumors, tumor microenvi- 
ronment, molecular oncobiology and fractionation schemes represent several departmental 
research interests. These activities are conducted in the clinical and basic science environments. 


Fourth Year 

Elective in Radiation Therapy. Students interested in oncology are offered an opportunity to partici- 
pate as members of the radiation oncology team. They become familiar with the evaluation, manage- 
ment and follow-up of cancer patients. Included are treatment planning, dosimetry, the use of 
interstitial and intracavitary sources of radionuclides, remote afterloader and stereotactic radiotherapy. 


An approved four-year residency program in Radiation Oncology is offered at the University of 
Maryland Medical System. Teaching is carried out through didactic lectures, clinics and numerous 
teaching conferences, with emphasis on patient care, under the supervision of full-time staff. 
Elective time is spent in related oncological specialties to promote the multidisciplinary concept 
of managing cancer patients. The department has state-of-the-art equipment and operates several 
sites both on and off- campus, which include: the University Physicians Professional Building, a 
main facility in the Gudelsky Tower of the University of Maryland Medical System, and the 
Central Maryland Oncology Center in Columbia, MD. 


Professor and Chair 
Bruce E. Jarrell, MD 

The Department of Surgery is organized into 12 divisions: Cardiac Surgery, Emergency Medicine, 
General Surgery, Otolaryngology-Head and Neck Surgery, Plastic and Reconstructive Surgery, 
Surgical Oncology, Pediatric Surgery, Thoracic Surgery, Transplant Surgery, Urology, and Vascular 
Surgery. Many faculty members participate in the teaching of anatomy, pathology and physiology, 
and almost all participate in formal courses offered during the clinical years. During the junior 
year, all students must complete the eight-week clinical clerkship in surgery. Four weeks are spent 
in general surgery, two weeks in Shock Trauma, and two weeks in surgical specialties of vascular, 
transplant, CT and pediatric surgery. The general surgical clinical rotations are based at the 
University of Maryland Medical System, Mercy Medical Center and the Baltimore Veterans Affairs 
Medical Center. The four-week subspecialty rotation will consist of one week in urology, 
orthopaedics, otolaryngology and anesthetic management emphasizing airway management. 

Electives in surgical research and summer fellowships are available to students in all four years. 
More extensive clinical experience with greater patient responsibility is offered by all divisions as 
subinternships and electives during the fourth year. 

The surgical clerkship exposes the student to disease entities that can or should be treated by 
operative intervention and to the physiologic and metabolic consequences of such intervention. 
Students learn to recognize conditions that will require surgical consultation. They gain an appre- 
ciation of wound care as well as familiarity with basic emergency procedures. This course of study 
enables the future family practitioner, internist, pediatrician or psychiatrist to discuss probable 

106 School of Medicine 

treatment and prognosis of various surgical diseases with their patients. Further, students are given 
the opportunity to explore various surgical disciplines and to participate fully in the daily activi- 
ties of the surgical teams. 

Graduates of approved medical schools may be considered for residencies in General Surgery, 
Emergency Medicine, Neurological Surgery, Otolaryngology-Head and Neck Surgery, Pediatric 
Surgery, Plastic and Reconstructive Surgery, Surgical Critical Care, Thoracic and Cardiovascular 
Surgery and Urology. 

Division of Emergency Medicine 

Professor and Chief 
Brian J. Browne, MD 

Third Year 

During the third year, students are able to evaluate patients in the emergency room setting as part of 
the various surgical teams to which they are assigned during the basic surgical clerkship. They begin 
to establish priorities for expedient formulation of differential diagnoses and prompt intervention. 

Fourth Year 

The Division of Emergency Medicine offers a one-month elective during the senior year. Under 
direct supervision, the student functions as an intern, evaluating the patient by means of a 
complete history and physical examination and appropriate laboratory studies. Faculty offer 
monthly anatomic laboratories during which students learn minor procedures and suturing tech- 
niques. Didactic sessions include lectures and teaching rounds. Each student spends one shift 
riding an ambulance with Baltimore City paramedics. 


The University of Maryland offers an accredited three-year residency program in emergency medi- 
cine. Residents rotate through Mercy Hospital, the R Adams Cowley Shock Trauma Center, as 
well as the University of Maryland Medical Center, which is the principal teaching facility for the 

Division of General Surgery 

Professor and Chief 
John L. Flowers, MD 


First Year 

Faculty members of the Department of Surgery participate in the Structure and Development, 
Neurosciences, and Functional Systems blocks of the first year of the undergraduate curriculum. 

Third Year 

Students are divided into groups for continuous assignment to individual patient services. 
Selected patients are assigned to individual students who are expected to record a complete 
history, the results of a physical examination and required laboratory studies. The differential 
diagnosis, final diagnosis and recommendations for therapy must be developed. Operating room 
participation, supervised direct patient care and attendance at outpatient clinics are required as 

School of Medicine Departments 107 

part of the emphasis on continuity of patient responsibility. The program is designed to provide 
the student with a broad overview of the fundamentals of the discipline in the clinical environ- 
ment by emphasizing contact with a wide variety of adult and pediatric patients. Clinical prob- 
lems encountered usually include surgical infections, neoplasms, trauma, endocrine disorders, 
vascular disease, gastrointestinal problems, metabolic disorders and congenital defects. 

The student is responsible for a core curriculum of surgical knowledge. Emphasis throughout 
the course is placed on problem solving through correlation of basic science information with clin- 
ical diagnosis and management. Didactic instruction is provided through lectures, small discussion 
groups, clinical conferences and grand rounds. Final evaluation is based upon clinical performance 
and a comprehensive examination. 

Fourth Year 

The Department of Surgery offers four-week subinternships in general surgery at University of 
Maryland Medical Center and the Baltimore Veterans Affairs and Mercy Medical Centers for those 
students interested in a career in surgery or seeking to expand their knowledge of surgical science. 
Various clinical electives in general surgery are offered at the University of Maryland Medical 
System, Mercy Medical Center and York Hospital. Electives include general surgery, trauma 
surgery, vascular surgery, transplantation surgery and surgical intensive care. 

Senior students are expected to be an integral part of the surgical team. Under supervision, they 
assume responsibility for initial patient evaluation in the clinics and emergency room, participate 
in pre- and post-operative care, attend the operating room, participate in clinical conferences and 
take night call. 


A fully accredited residency in general surgery is based at the University of Maryland Medical 
System, incorporating important clinical experience at Mercy Medical Center and the Baltimore 
Veterans Affairs Medical Center. The program offers five years of clinical experience with graded 
responsibility and one year of basic investigation. Additionally, a fellowship in surgical endoscopy 
and laparoscopic surgery is available. 

Division of Otolaryngology-Head and Neck Surgery 

Associate Professor and Chief 
Bert O'Malley, MD 


Third Year 

The division provides an introduction to the diseases of the head and neck. Exposure to patients 
with communication disabilities and impairments in hearing, speech or language also occurs. 
Through lecture and direct tutorial instruction, students obtain clinical experience ultimately rele- 
vant to a wide variety of fields, including family practice, pediatrics, general surgery, neurosurgery 
and psychiatry, as well as otolaryngology-head and neck surgery. 

Third-year students who elect otolaryngology-head and neck surgery as part of the surgical 
clerkship are introduced to the care of patients with diseases of the ears, nose and throat. 
Introductory speech pathology, auditory physiology and basic audiologic techniques are presented 
to each group. Fundamental elements of otolaryngologic diagnosis and therapy are stressed. 

108 School of Medicine 

Fourth Year 

A one-month elective in clinical otolaryngology-head and neck surgery is offered at the University 
of Maryland Medical Center. The student functions as an integral member of the patient care 


A fully accredited four-year residency program in otolaryngology-head and neck surgery is offered 
at the University of Maryland Medical Center. Residents must complete one year of general 
surgical training prior to entering this program. 

Division of Pediatric Surgery 

Professor and Chief 
J. Laurance Hill, MD 


Third Year 

The Division of Surgical Services for Infants and Children aims to provide students with a 
perspective on the unique problems encountered by families, physicians and nurses when caring 
for patients with pediatric surgical illness, to teach management of these often complex problems 
and to introduce the delicate surgical techniques developed especially for young patients. 

As part of the basic surgical clerkship, students may elect to spend three weeks with the pedi- 
atric surgical team. Each is assigned patients to evaluate preoperatively, to accompany to the oper- 
ating room and to help manage during the postoperative period. Emphasis is placed on differential 
diagnosis, embryology, anatomy and developmental pathophysiology. Patients range in age from 
prematurity to adolescence. Exposure to the nursery, pediatric emergency room and intensive care 
units is an integral part of the experience. Didactic instruction is provided in the operating room, 
during teaching rounds, by case presentations and in conferences. 

Fourth Year 

During the senior year, students may choose a one-month elective on the pediatric surgery service 
functioning, under supervision, as a subintern. 


The University of Maryland Baltimore-Johns Hopkins University integrated training program in 
pediatric surgery offers an accredited two-year residency. The program requires board eligibility in 
general surgery with candidates applying during the fourth or fifth year of general surgery training. 
This residency participates in a match program with 33 centers in the United States and Canada. 

Division of Plastic and Reconstructive Surgery 

Professor and Chief 
Nelson H. Goldberg, MD 


As part of the basic surgical subspeciality clerkship, students may elect a rotation on the plastic 
surgery service at the University of Maryland Medical Center. Emphasis is placed on learning the 
principles of wound healing, wound care and reconstruction of post-traumatic or ablative defects. 
Students are also introduced to the treatment of congenital abnormalities and cosmetic problems 

School of Medicine Departments 109 

in both the inpatient and ambulatory environments. Daily teaching rounds provide students with 
an opportunity to participate in case presentations. Students accompany patients to the operating 
room and attend all teaching conferences. 

A one-month elective is available to senior students interested in plastic and reconstructive 
surgery. Under supervision, the student functions as a subintern taking responsibility for pre- and 
post-operative care of selected patients. 


The University of Maryland Baltimore and Johns Hopkins University offer a combined three-year 
residency program in plastic and reconstructive surgery. Each year, three residents enter this fully 
accredited residency training program and, upon completion, are eligible for examination by the 
American Board of Plastic and Reconstructive Surgery. Training takes place at the University of 
Maryland Medical Center, the Johns Hopkins Hospital, the R Adams Cowley Shock Trauma 
Center, Bayview Medical Center, Union Memorial Hospital, and the Baltimore Veterans Affairs 
Medical Center. 

Division of Thoracic and Cardiovascular Surgery 

Professor and Interim Chief 
Joseph S. McLaughlin, MD 


Third Year 

The basic surgical clerkship includes a rotation on the cardiothoracic service. Students participate, 
along with the resident staff, in all service activities, patient care responsibilities and teaching 

Fourth Year 

The goal of the one-month senior elective in cardiothoracic surgery is to present, in a clinical 
setting, the basic pathophysiologic principles of thoracic and cardiovascular surgery. The student 
becomes an integral member of the patient care team and, under supervision, participates in the 
capacity of an intern. Emphasis is placed on diagnosis and management of the patient with 
surgical heart disease. 


The three-year residency program is accredited by the Residency Review Committee of Thoracic 
Surgery. Applicants must be eligible for the American Board of Surgery examination on admission to 
the program. Residents are given an opportunity to assist and then perform all types of cardiothoracic 
operative procedures, with a particular emphasis on adult cardiac and general thoracic surgery. 

110 School of Medicine 

Division of Transplant Surgery 

Professor and Chief 
Stephen T. Bartlett, MD 

Third Year 

The basic surgical clerkship includes a rotation on the abdominal transplant service. Students 
participate, along with the resident staff, in all service activities, patient care responsibilities and 
teaching conferences. 

Fourth Year 

The goal of the one-month senior elective in transplant surgery is to understand and assist in the 
management of patients with renal, pancreas and hepatic transplants. This includes the basic 
understanding of immunosuppression, clinical immunology, the technical aspects of each proce- 
dure, organ donation and removal and complications of transplantation. The students are exposed 
to a large volume of patients and intense clinical service. 


An accredited fellowship program in transplantation surgery is available to candidates who have 
completed residency training in general surgery. This one-year program is based at the University of 
Maryland Medical Center. Fellows may elect to spend an additional year devoted to clinical research. 

Division of Urology 

Professor and Chief 
Stephen C. Jacobs, MD 


The curriculum is designed to introduce urologic principles as they relate to preservation of health 
through maximum renal function, normal urine storage and transport, an acceptable voiding 
pattern, treatment and prevention of urinary infection, identification and management of 
neoplasms of the urinary tract and male reproductive system and management of urolithiasis. 
Instruction is also given on disorders of the male reproductive tract including infertility and distur- 
bance in sexual function. 

During the surgical subspecialties clerkship, students can elect a specialty rotation on the 
urologic service at either the University of Maryland Medical Centerl or the Harbor Hospital 
Center. Each student is assigned patients to evaluate, follow and present to members of the faculty. 
Daily rounds and conferences are held. The students observe and participate in diagnostic and 
operative procedures and attend the outpatient clinic. 

Senior students may participate in a one-month elective in urology at the University of 
Maryland Medical System. 


The residency program consists of five years of urologic training following two prerequisite years 
of general surgery. In addition to four years of clinical training, one year is devoted to basic inves- 
tigation in the laboratories of the division. 

School of Medicine Departments 111 

Division of Vascular Surgery 

Professor and Chief 
William R. Flinn, MD 


Third Year 

Vascular surgery is one of the core components of general surgery, and third-year medical students 
rotate on the Vascular Surgery Service for periods of two-to-four weeks. Students are specifically 
instructed on the performance of a thorough vascular examination, including the detection of 
carotid artery disease, aneurysm disease, and extremity arterial occlusive disease. They are instructed 
in the application of non-invasive vascular testing, including the bedside Doppler examination, as 
well as more sophisticated duplex ultrasound scan diagnosis. During their operating room experi- 
ence, students assist in performing of major vascular reconstructive surgical procedures. 

Fourth Year 

Fourth-year medical students may elect a one-month rotation on the Vascular Surgery Service. 
During this time they are given responsibility for initial patient evaluation and assist in the planning 
of diagnostic evaluation and therapeutic management. Students are given advanced instruction in the 
performance and interpretation of noninvasive vascular testing, as well as evaluation of diagnostic 
arteriograms. Senior students have increasing responsibility in the operating room to help develop 
their technical skills. Students are also encouraged to participate in ongoing clinical research. 


The Division of Vascular Surgery offers a fully accredited two-year residency position in General 
Vascular Surgery. The first year of this program includes experience in the Vascular Research 
Laboratory participating in ongoing primary research. The first year of the program also includes 
dedicated experience in the Non-invasive Vascular Laboratory, where the trainee will acquire skills 
in the performance and interpretation of all forms of non-invasive diagnostic testing. This prelim- 
inary year also includes experience in performing endovascular therapies. The second year of 
training is the clinical year, which is shared between the University of Maryland Medical Center 
and the Baltimore Veterans Administration Medical Center. The trainee serves as the supervisory 
resident on the Vascular Surgery Service, and is involved in the diagnostic evaluation, therapeutic 
decision making, and performance of vascular surgical procedures. 

112 School of Medicine 


Program in Comparative Medicine 

Director: Louis J. DeTolla Jr., VMD, PhD 

Associate Professor, Departments of Pathology and Medicine 

The Program in Comparative Medicine, established in 1989, studies the characterization of 
animal models of human disease for biomedical research and the use of such models to advance 
understanding of disease or biological processes. Comparative Medicine contributes to the School 
of Medicine by providing accredited services for laboratory animal care through Veterinary 
Resources, collaborative research, professional development of veterinary physicians and staff, 
formal training of veterinarians in residence, and a resource for information and instruction on the 
use of laboratory animals in research. 

A three-year, full-time specialty training program in laboratory animal medicine is offered to 
prepare residents for board certification in the American College of Laboratory Animal Medicine 
(ACLAM). Applicants must have the DVM degree or equivalent from an accredited school of 
veterinary medicine, three years of full-time clinical practice experience, demonstrated 
interest/experience in laboratory animal species and research aptitude/experience. The program 
trains veterinarians in clinical laboratory animal medicine, surgery, pathology, laboratory diagnos- 
tics, husbandry, administration, legal aspects of animal care and use, and biomedical research, and 
includes assignment to clinical and laboratory rotations, coursework, seminars and contributions 
to scientific meetings. Research endeavors include vaccine development, transgenic animal 
production, infectious diseases, gene therapy, diagnostics and medical primatology. 

The program also provides veterinary medical services to the Dental School, the School of 
Pharmacy, the University of Maryland Baltimore County and the Baltimore Veterans Affairs 
Medical Center. In addition, there are active working relationships with the Baltimore Zoo, the 
Comparative Medicine Division of Johns Hopkins University School of Medicine, Towson 
University and the Gerontology Research Center of the National Institute on Aging. The director 
serves as a member of the Animal Policy Committee of the National Aquarium in Baltimore and 
directs an externship program for senior veterinary students of the Virginia/Maryland Regional 
School of Veterinary Medicine. The director, also serves as director, University of Maryland 
Baltimore Veterinary Resources and is responsible for the maintenance of campus accreditation by 
the Association for the Accreditation and Assessment of Laboratory Animal Care (AAALAC) 
International. Faculty have primary academic appointments in various clinical and basic science 
departments and secondary appointments in Comparative Medicine. 

Program in Complementary Medicine 

Director: Brian M. Berman, MD 
Professor, Department of Family Medicine 

The mission of the Program in Complementary Medicine is to evaluate the scientific foundation 
and efficacy of complementary/alternative medicine and explore its integration into mainstream 
medicine through an evidence-based framework. Designated as a program within the School of 

Programs 113 

Medicine in 1997, the unit was started in 1991 and was formerly a division within the 
Department of Family Medicine. The program has been continuously involved in four overlap- 
ping spheres of activity: research, education, database and literature evaluation and clinical care. 
Over the past three years the program has also been home to a National Institutes of Health center 
grant for research in complementary medicine and pain. 

The research activities of the program include: a) basic science investigations of the mechanism 
of action of complementary therapies, b) investigation of the efficacy, safety and cost effectiveness 
of complementary therapies, with special interest in dysfunction or illness from chronic pain and 
stress, using randomized control trials, clinical trials and outcome study designs, and c) surveys of 
the attitudes and clinical behaviors of various physician groups toward complementary therapies, 
which has significant implications for consumer options. In an effort to collect and evaluate the 
existing literature in complementary medicine and pain, the program has developed a database 
called CAMPAIN of all relevant citations in this area, and team members are involved with system- 
atic reviews and meta-analyses. In addition, the program serves as the coordinating center for the 
complementary medicine field of the Cochrane Collaboration, an international effort to systemat- 
ically review and update medical therapies. The faculty of the program is strongly committed to 
collaboration on scientific research within our own institution and with institutions nationally and 

The program also provides an integrative medical clinic where patients are offered a broad range 
of treatment options that include conventional and complementary treatments. Complementary 
therapies included at the clinic range from traditional Chinese medicine and acupuncture, to 
homeopathy and mind/body therapies. The diagnoses seen in the clinic are primarily pain-related 
and include arthritis, fibromyalgia, headaches, chronic back and neck pain, with a smaller amount 
of cancer- related and neurologic pain. Clinical service contacts are tacked longitudinally to provide 
regular feedback to practitioners of treatment plan outcomes and to provide preliminary data for 
more formalized research protocols such as clinical trials. 

The purpose of our education program is to increase the medical profession's knowledge of 
complementary medicine and review the safety and efficacy of various complementary therapies. 
Educational initiatives include a fourth-year medical school survey course, Introduction to 
Complementary Medicine, offered as an elective. In addition, complementary medicine lectures 
are offered as part of the required third-year family medicine core residents' training, bringing in 
experts in complementary medicine from across the country. A visiting professor series was intro- 
duced in 2000 and aims to build links with clinicians and researchers in other countries. 

Program in Human Genetics 

Director: Vacant 

The Program in Human Genetics accentuates graduate, medical and post-graduate education in 
genetics with emphasis on molecular and computational genetics. Both master's and doctoral 
programs are available. In addition, there is a board certified master's program in genetic coun- 
seling. Positions are available for post-doctoral fellows in genetics or for MD fellows from special- 
ized fields in medicine or pediatrics who wish to learn genetics as applicable to their fields of 
interest. State-of-the-art technology for sequencing, polymorphism detection and gene expression 
projects are available to members of the program in addition to computer facilities for bioinfor- 
matics and genetic analysis. There are numerous researchers from multiple departments working 
in genetics and the aim of the program is to provide a format for interaction and collaboration. 

114 School of Medicine 

Program in Neuroscience 

Director: Michael T. Shipley, PhD 

Professor and Chairman, Department of Anatomy & Neurobiology 

The University of Maryland Baltimore offers an inter-disciplinary program of study leading to a 
PhD degree in neuroscience. The program offers research training in a wide range of brain 
sciences, including cellular, molecular and integrative neuroscience. Research training programs 
investigate a wide range of issues, at levels ranging from ion channels and single cells to complex 
subsystems of the mammalian brain and regulation of behavior. These include studies focusing on 
Biological Mechanisms of Learning & Memory, Synaptic Physiology & Plasticity, Developmental 
Neurobiology, Pain Mechanisms, Neuroprotection & Brain Injury, Mechanisms of Dementia and 
Psychiatric Disorders, Brain and Reproductive Function, Genetic Basic of Brain Functions, Taste 
and Smell, Drug Discovery, Neuromuscular Functions & Disorders. 

There are over 80 faculty members in the Program in Neuroscience. These faculty members are 
widely recognized as experts in neuroscience research and the treatment of neurological disorders. 
They function in state-of-the-art research and clinical facilities. In addition, they compete success- 
fully for high levels of national grant funding. Faculty members have numerous collaborative 
teaching and supervisory interactions, which provide cohesiveness to the program and abundant 
opportunities for students, residents and fellows to obtain experience in interdisciplinary neuro- 
science studies. With over 35,000 square feet of space in laboratories of the participating faculty 
and more than 4,000 square feet of common equipment rooms, the Program in Neuroscience 
facilities include all the basic equipment needed for electrophysiological, optical, ultrastructural, 
immunological and molecular neurobiological studies. 

Program faculty employ a wide variety of state-of-the-art techniques. At the molecular level 
investigators study the structure, function and membrane organization of ion channels and neuro- 
transmitter receptors. Using in vitro techniques (e.g., tissue culture and brain slices), investigators 
study intrinsic cellular properties as well as interactions between cells in simple cell assemblies or 
systems with various techniques: electrophysiology (patch clamp, single channel, intracellular), 
functional imaging (calcium imaging, voltage-sensitive dyes), cell biology ("caged" compounds, 
confocal microscopy, immunocytochemistry, histochemistry), and molecular biology (DNA 
cloning, gene transcription, oocyte expression and transgenic mice). Neurochemical methods are 
used to investigate the activation of neurotransmitter receptors, second messenger production and 
the sequelae of these processes. Sensory systems (vision,, audition, olfaction, pain, touch and taste) 
are studied with electrophysiological, behavioral and neuroanatomical techniques. At complex 
organizational levels, investigators study hormonal control of gene expression in the regulation of 
sexually dimorphic behaviors, neuronal cell death and the neurobiological basis of psychiatric 
illnesses. Behavioral and imaging (fMRI) studies in humans address the neurobiology of speech 
and language disorders, and pain mechanisms. 

The inter-departmental Program in Neuroscience has laboratories located in the Medical, 
Dental and Pharmacy Schools, and the Maryland Psychiatric Research Center. Program faculty 
have numerous collaborations, which provide abundant opportunities for students to obtain expe- 
rience in interdisciplinary neuroscience studies. 


The graduate curriculum is tailored to meet each student's research interests and career goals. The 
training program stresses hands-on experience in a wide variety of state-of-the art approaches and 
techniques. This experience is gained through a series of rotations in different laboratories, to gain 
familiarity with various techniques and scientific environments. 

Programs 115 

All students complete a one-semester "Introduction to Neuroscience" course and a course in 
biostatistics. The program offers a wide variety of advanced courses, covering all areas of modern 
neuroscience research. In addition, students participate in journal clubs and seminars. First-year 
students also attend Professor's Rounds in Neuroscience, an informal series of talks by faculty 
designed to introduce the faculty and their research interests. The program offers a variety of activ- 
ities designed to advance students' career development, including courses on writing grant appli- 
cations and scientific papers, communication skills, and instruction on employment opportunities 
in academia, industry and science policy and administration. 

Laboratory rotations and coursework are completed by the end of the second year in the 
program, at which point the student will have selected a faculty mentor and dissertation labora- 
tory. Successful completion of a qualifying exam at the end of the second year enables the student 
to advance to candidacy for the PhD degree. As a PhD candidate, the student's primary focus is 
on research, with continued attendance at journal clubs and seminars. 


Students accepted into the program receive financial support from NIH-funded training grants 
and from University of Maryland Baltimore sources. Stipend amounts for 1999-2000 were 
$16,000 - $18,000, plus tuition remission and student health insurance. Financial support is avail- 
able for the duration of time required to complete the PhD, which typically takes four to six years. 
There are currently no teaching requirements for graduate students, although teaching opportu- 
nities are available for qualified, interested students. 


Successful applicants have a bachelor's degree with training in an appropriate major field, strong 
letters of recommendation, and high GPAs and GRE scores. International students must take the 
Test of English as a Foreign Language (TOEFL) exam. Although applications are reviewed 
throughout the year, students are encouraged to apply early. Admission to the program is highly 
competitive, and acceptances are made as qualified candidates are identified. 

Application forms can be obtained by contacting the program administrator via e-mail at Alternatively, you can fill out the on-line inquiry form (http://neuro- and we will send you an application, or you can go 
directly to the official graduate admission form ( and 
fill out an on-line application. 

Program in Oncology 

Director: Sanford A. Stass, M.D. 

Professor and Interim Chair, Department of Pathology 

Within the School of Medicine and the other UMB schools, the program in Oncology and the 
University of Maryland Greenebaum Cancer Center serve to facilitate cancer-related activities on 
campus. The Program in Oncology is the academic core of the Cancer Center and is based in the 
School of Medicine. Faculty members of the program recognize a level of excellence in, and dedi- 
cation to, cancer-related teaching, research, patient care and community outreach activities. The 
Program in Oncology members have academic appointments in various clinical and basic science 
departments of the School of Medicine and other UMB schools, such as Pharmacy, Dentistry, 
Social Work, and Nursing. Activities of the Program in Oncology include basic and translational 
cancer research, student and house officer teaching, and a strong focus on new therapies in both 
an inpatient 40-bed unit and outpatient setting. In addition to full-time attending services on 
medical oncology and hematology, Cancer Center members participate in multidisciplinary clin- 

116 School of Medicine 

ical programs centered around specific cancers (e.g. breast, thoracic, genitourinary, gynecologic, 
head and neck, gastroenterologic and hematologic malignancies) with specialists from surgical and 
radiation oncology to provide integrated care for the cancer patient. 

The University of Maryland Greenebaum Cancer Center has substantial NCI/NIH funding 
and is one of only six National Cancer Institute planning centers. The Cancer Center is a strong 
participant in new drug development and trials, and is one of only a few cancer centers with an 
NCI Phase I Clinical Trials grant. Virtually every important drug in use in oncology today has 
been tested in this program. The Cancer Center has also established strong programs in Molecular 
and Structural Biology, Viral Carcinogenesis, Aerodigestive Cancers, Breast Cancer, Prostate 
Cancer, and Cancer Prevention and Control. The members have a strong commitment to intra- 
and inter-institutional cooperative cancer research. 

Students and residents participate in weekly grand rounds and conferences, and students are 
encouraged to become involved in research projects with Program in Oncology members. Fellows 
at the Cancer Center work closely with senior faculty physicians and benefit from a comprehensive 
training and research environment. The Fellowship Program is a joint activity of the Cancer Center 
and the Division of Hematology/Oncology of the Department of Medicine at the University of 
Maryland School of Medicine. During the program, fellows receive intensive clinical training in a 
wide range of malignancies and support for independent, clinical and basic research projects. 

Program in Trauma 

Director: Thomas M. Scalea, MD 
Professor, Department of Surgery 

The Program in Trauma is organized as a multidisciplinary clinical, educational and research 
component within the School of Medicine. The program's core service includes general surgery, 
critical care, orthopaedics, plastic surgery, anesthesia, infectious disease and hyperbaric medicine. 
The R Adams Cowley Shock Trauma Center is defined in Maryland law as the "core component 
of the state's emergency medical system and shall continue to serve as the state's primary adult 
trauma clinical resource center" for Maryland's comprehensive system of emergency services. The 
center is designated by Maryland Institute for Emergency Medical Services Systems (MIEMSS) as 
the Primary Adult Resource Center (PARC) and serves as the statewide referral site for patients 
with multisystem injury, acute complex orthopaedic injury, spinal cord and column injuries, brain 
injury, hyperbaric medicine therapy and patients who are at risk for multiple organ dysfunction. 
Shock Trauma serves as Maryland's principle teaching site for training physicians and allied 
professionals in the care of traumatic injury. The trauma/critical care training program involving 
the trauma teams and all other specialty services includes students and residents from a variety of 
prestigious schools and programs across the country. Students and residents participate in patient 
care, core curriculum lectures, case conferences and weekly grand rounds. Students and residents 
are also given the opportunity to participate in clinical research trials. 

Third Year 

GSUR 530. A one-month trauma team rotation is required as part of the basic surgical clerkship. 

Students participate under supervision in the clinical resuscitation, diagnosis, and management of 

trauma and emergency medicine. 

Fourth Year 

GSUR 546 01. Senior students may elect a one-month elective on the trauma surgery team. 

Programs 1LL1 


In conjunction with the Department of Surgery, an approved surgical critical care fellowship is 
offered with three months on the trauma surgical team and rotations through all the UMMS inten- 
sive care units. Successful completion leads to eligibility for a certificate of added qualification in 
surgical critical care. An approved orthopaedic trauma fellowship is also offered at the Shock Trauma 
Center. Finally, a one-year fellowship in trauma anesthesia is offered. Over the past two decades, 
graduates of these fellowships have become leaders in trauma across the country and abroad. 

118 School of Medicine 

Organized Research Centers 

Center For Research on Aging 

Co-Directors: Andrew P. Goldberg, MD, Professor, Department of Medicine & 
Jay S. Magaziner, PhD, MS Hyg., Professor, Department of Epidemiology and 
Preventive Medicine 

The Center for Research on Aging was established in 1998 under the leadership of Andrew P. 
Goldberg, MD, and Jay S. Magaziner, PhD, MS Hyg. The Center interfaces with and comple- 
ments existing efforts of investigators in gerontology and geriatric medicine to develop research, 
educational and clinical programs which nurture and expand research and research training in 
aging, and it is committed to developing and implementing collaborative research and training in 
the critical areas at the University of Maryland campuses. 

The mission of the Center for Research on Aging is to enhance the involvement and collabo- 
ration among interprofessional faculty in the conduct of research in aging, and to expand the 
conduct of interdisciplinary research training in gerontology through collaborations of investiga- 
tors in gerontology at the University of Maryland Baltimore's health professional schools, the 
University of Maryland Baltimore County and the University of Maryland College Park. To 
accomplish these goals, the Center coordinates research and research training in those areas of 
gerontology which transcend traditional disciplinary lines and are amenable to an interdisciplinary 
approach. The Center has created, facilitated and expanded collaborations among investigators to 
further the development of academic excellence in key areas of clinical, epidemiological, basic- 
biomedical, mental health, legal-ethical, health services and population-based research in aging. 
This has amplified and enriched these areas, provided outstanding research training and educa- 
tional opportunities for students, trainees and health professionals, and enhanced the delivery of 
multidisciplinary geriatric care. 

The Center for Research on Aging emphasizes research and training in primary and secondary 
aspects of aging, epidemiology and health services research, the pathogenesis and treatment of 
chronic diseases in the elderly, and the processes and mechanisms by which the health status of the 
elderly can be improved through innovative translational clinical research. The Center optimizes 
the use of resources by building on the strengths of existing funded initiatives in aging research at 
the University of Maryland. These include the state funded Gerontology and Geriatrics Education 
and Research (GGEAR) Program, the Baltimore Hip Studies, the Department of Veterans Affairs 
Geriatric Research, Education and Clinical Center (GRECC), the Maryland Long-Term Care 
Project, the National Study of Osteoporotic Fractures, and federally funded research training 
(T32) programs in exercise physiology and metabolism research, the epidemiology of aging, and 
primary care research. The Center also has prepared several large data resources such as the 
Medicare Beneficiaries Survey and Stroke Registry, that can be used to address targeted areas of 
research and design new projects. The Center is committed to promoting research and research 
training in the foci of these initiatives: 1) exercise rehabilitation in functionally limited older 
patients; 2) the epidemiology of hip fracture; 3) the secondary prevention of coronary heart disease 
through health promotion and disease prevention programs in exercise, nutrition and smoking 
cessation; 4) the epidemiology of long-term care in the elderly residing in residential and assisted- 
living sites; 5) the epidemiology of stroke; 6) mental health and neurocognitive function; 7) health 
services and quality of life research; and 8) interdisciplinary geriatric teams. In these areas of geri- 

Organized Research Centers 119 

atric research the Center promotes interdisciplinary research among faculty with similar interests, 
and supports pilot studies by trainees and junior faculty to enhance their competitiveness for peer- 
reviewed funding in gerontology. 

Membership in the Center for Research on Aging is open to faculty, fellows and trainees 
engaged in research on aging at UMB and affiliated campuses, as well as members of academic 
institutions in Maryland who have major professional interests in gerontology and are involved in 
collaborative research in the Center. The Center's administrative infrastructure supports and 
fosters academic interactions and collaborations among faculty, and assists investigators in the 
development of new research projects and grants for peer-reviewed funding. Center members 
meet regularly to discuss and develop research projects, and benefit from the interdisciplinary 
approach of Center leadership to the conduct of innovative research, education and research 
training in gerontology. 

Center For Health Policy/Health Services Research 

Director: Claudia R. Baquet, MD, MPH 

Associate Dean, Office of Policy and Planning & 

Associate Professor, Department of Epidemiology and Preventive Medicine 

The Center for Health Policy/Health Services Research provides epidemiologic/biostatistical 
support, quality improvement study design and evaluation, disease management program support, 
National Committee for Quality Assurance survey preparation, health outcomes studies, low 
literacy patient education and outreach, Medicare patient compliance studies, patient and provider 
surveys, and research related to rural and urban health, underserved populations and minority 
health care. The Center has completed health services research projects for the Maryland 
Department of Health and Mental Hygiene and other agencies and conducted quality improve- 
ment studies for the managed care industry. In addition, the Center has established community 
outreach research and education networks in urban and rural Maryland, influenced national and 
state health care policy and established telemedicine research and clinical programs in underserved 

The Center established the Computer Assisted Telephone Interviewing (CATI) Facility, a tech- 
nology that has applications in survey research, outcomes measurement and patient compliance, 
enrollment and recruitment to clinical trials. Based in the School of Medicine, the Center is a 
campus-wide, multidisciplinary organized research center which involves faculty from depart- 
ments throughout the University's six professional schools. 

Mission Statement 

To assess the changing health needs of Maryland citizens and the nation, to conduct analyses and 
develop policy related to state, city and national health care services, financial and economic cost, clin- 
ical outcomes, efficacy, equity and the impact of reimbursement on patient and provider behaviors. 
To stimulate, support and conduct interdisciplinary health policy and health services research. 

120 School of Medicine 

Center for Health Promotion and Disease Prevention 

Co-Director: Stephen Havas, MD, MPH, MS 

Professor, Department of Epidemiology and Preventive Medicine and 

Associate Professor, Department of Medicine 

The mission of the Center for Health Promotion and Disease Prevention is to serve as the 
University's central focus for community-based health promotion and disease prevention research 
activities. The primary focus of the Center's research is the prevention of heart disease, cancer and 
stroke. Multidisciplinary faculty research teams from the schools of medicine, nursing, dentistry, 
pharmacy and social work, the University of Maryland, College Park and the University of 
Maryland Baltimore County participate in a variety of research projects aimed at reducing risk 
factors for heart disease, cancer and stroke. Risk factors being addressed include unhealthy nutri- 
tion, high blood cholesterol, obesity, physical inactivity, smoking and high blood pressure. Funding 
for this research has been obtained from the National Cancer Institute, the National Heart, Lung 
and Blood Institute, the Maryland Department of Health and Mental Hygiene and other agencies. 

Other ORC faculty conduct health promotion research in areas ranging from maternal and 
child health to substance abuse to oral health. This ORC seeks to integrate and expand the large 
base of University research activities in these areas currently being conducted by core ORC faculty. 
This research also spans the five health care professional schools. 

Research activities are carried out in a variety of community-based settings such as schools, 
worksites, churches, Special Supplemental Nutrition Program for Woman, Infants, and Children 
(WIC) sites, senior centers, hospitals and other health care facilities. Medical and other health care 
professional student involvement in research project activities is encouraged. This ORC is co- 
sponsored by the Schools of Medicine and Nursing. 

Center For Vaccine Development 

Director: Myron M. Levine, MD, DTPH 

Professor, Departments of Medicine, Microbiology and Immunology, and Pediatrics 

The Center for Vaccine Development (CVD), an Organized Research Center, is dedicated to 
research, training, clinical consultation and public health consultation in the broad field of vacci- 
nology. CVD faculty hold primary appointments in the departments of medicine, pediatrics, or 
microbiology and immunology. The CVD has four primary missions. 

The first is to foster and carry out superior, state-of-the-art, peer reviewed, innovative, multi- 
disciplinary research on all aspects of vaccinology including: 

• Basic research (e.g., pathogenesis, engineering of vaccine candidates, fundamental studies 
of immune response, studies of host-pathogen interaction); 

• Clinical research (e.g., Phase 1 and 2 clinical trials assessing the safety, immunogenicity, trans- 
missibility, etc., of vaccine candidates in pediatric, young adult, geriatric and special risk 
populations; intensive measurement of serum, mucosal and cell-mediated immune responses); 

• Epidemiologic research and field studies (e.g., large-scale, randomized, controlled field 
trials to assess vaccine efficacy and effectiveness; serosurveys; prevalence surveys of 
pathogen carriage; cohort studies quantifying the occurrence and relative importance of 
known and newly discovered pathogens). 

This dominant mission of the CVD requires a multidisciplinary approach to the development 
and testing of new and improved vaccines. In total, 28 full-time faculty and two adjunct faculty 
(18 MDs, 8 PhDs, 4 MD/PhDs) and approximately 60 staff members work in the Baltimore 

Organized Research Centers 121 

complex. Approximately 90 percent of their salary support comes from competitive grants and 
research contracts, especially from the NIH, which, in fiscal year 2000, awarded CVD investiga- 
tors over $1 1.5 million in grants and contracts. 

Field research is carried out at several sites around the world, most recently including Indonesia, 
Mali and Malawi. Of particular importance is CVD-Chile, a research group that has undertaken 
epidemiologic and clinical research in Santiago, Chile, over the past 20 years. 

The second mission of the CVD is to train medical and graduate students, post-doctoral fellows 
and visiting scientists within the broad discipline of vaccinology. Several CVD faculty hold 
secondary appointments in departments with graduate programs such as microbiology and 
immunology, and epidemiology and preventive medicine, allowing them to serve as graduate 
student mentors. Medical students often perform short-term research internships in CVD labora- 
tories or field sites. The CVD currently holds two NIH-supported training grants. 

The CVD's third mission is to provide consultations in the area of clinical vaccinology, advice 
on immunizations for infants and children, travelers, pregnant women, and immunocompromised 
hosts, especially through our Traveler's Health Service, an outpatient clinic. 

Finally, the CVD provides expert consultantships or committee membership to national and 
international agencies (e.g., National Institutes of Health, Food and Drug Administration, World 
Health Organization), foreign Ministries of Health and industry. 

122 School of Medicine 

Endowments and Gifts 


Dr. Herbert Berger Chair in Medicine 
John Zimmerman Bowers, M.D. 

Professorship and Dean's Chair 
Dr. Robert W. Buxton Chair in Surgery 
Cobey Chair in Neonatology 
Dr. John M. Dennis Chair in Diagnostic 

Dr. Martin Helrich Chair for Anesthesiology 
Maxwell Hurston, M.D. Chair in 

Orthopedic Surgery 
Francis X. Kelly Chair in Trauma Surgery 
James Lawrence Kernan Professor and Chair 

of the Department of Orthopedics 
Moses Paulson, M.D. and Helen Golden 

Paulson Chair in the Division of 

Linda and Kenneth Pollin Chair in Pediatric 

John A. Scholl, M.D. Chair in Pediatrics 
Raymond K. Thompson, M.D. Chair in 

Dr. Theodore E. Woodward Chair in 

John D. Young, Jr. Chair in Urology 


Anonymous Professorship in Surgery 
Anonymous Professorship in Pediatric 

Dr. William H. Crim Professorship and 

Professorship in Dermatology 
Simon and Bessie Grollman Distinguished 

Pamela Rose Hevey Professor of Neurological 

Myron M. Levine, M.D. Professorship in the 

Center for Vaccine Development 

Louis O.J. Manganiello, M.D. and Benjamin 

Hall Smith, M.D., Professorship in 

Dr. Christian and Corrine Richter 

Professorship in Obstetrics and 

Albert Shapiro, M.D. Endowed Professorship 

in Dermatology 
Celeste Lauve Woodward, M.D. 

Professorship in Humanitarian and 

Ethical Medical Practice 

Visiting Professorships 

Dr. Ruth W. Baldwin Visiting Professorship 

in Pediatrics 
Ipolitas Benedict Bronushas, M.D. Visiting 

Professorship in Family Medicine 
Dr. Joseph B. Ganey Visiting Professorship 

in Surgery 
Dr. Aaron I. Grollman Visiting Professorship 

in Basic Medical Sciences 
Charles M. Henderson, M.D. Visiting 

Albert R. Winner Visiting Professorship 


Dr. Daniel J. Abramson Lectureship 

Dr. Thurston R. Adams Memorial Lecture 

Alice Messinger Band Lecture 

Dr. Herbert Berger Lectureship 

Dr. Robert W Buxton Lectureship 

Dr. Harry and Mitzie P. Cohen Lectureship in 

Obstetrics-Gynecology and Anesthesiology 
M. Carlyle Crenshaw, Jr., M.D. 

Memorial Lectureship 
Charles Reid Edwards Lecture 
Lecture in Emergency Medicine 
Abraham H. Finkelstein, M.D. 

Memorial Lectureship 

Endowments and Gifts 123 

Dr. Julius Friedenwald Lecture 
Charles Getz, M.D. Memorial Lecture 
Dr. Edmund Goidl Immunology 

Lecture Fund 
Grollman Lecture Fund 
F. Albert and Mary E. Haase Lectureship 

in Otolaryngology 
Freida B. Hildenbrand Lecture in 

Alzheimer's Disease 
Dr. Harry C. Hull Distinguished Lectureship 
Dr. Jack Allen Kapland Lectureship 
James P. Keogh, M.D. Occupational 

Medicine Memorial Fund 
Bernard S. Kleiman, M.D. Lecture 
Stephen E. and Jeffrey A. Kleiman 

Dr. Leon A. Kochman Clinical Lectureship 
Dr. John C. Krantz Lectureship 
Dr. Frank C. Marino Distinguished 

Lectureship in Surgery 
Dr. and Mrs. Howard B. Mays Lectureship 

in the History of Medicine and/or 

Medical Ethics 
Dr. Jerome K. Merlis Memorial Lectureship 

in Neuroscience 
Nicholas C. and Helen K. Mueller 

Surgical Lectureship 
Dr. Daniel A. Nachshen Memorial 

Lecture in Physiology 
Dr. Maurice C. Pincoffs Fund 
Plastic Surgery Distinguished Lectureship 
The Distinguished Puerto Rican Lectureship 
Isadore A. Siegel Lecture 
Dr. Harry L. Sponseller Memorial 

Distinguished Lectureship 
Dr. Samuel Steinberg and Dr. H. Boyd Wylie 

Taylor Lectureship in Neurology 

and Psychiatry 
Dr. Isadore Tuerk Annual Lectureship on 

Alcoholism and Other Drug Dependencies 
Dr. Henry J. Walton Distinguished 

Lectureship in Radiology 
Dr. H. Leonard Warres Lectureship 

in Radiology 
Dr. George H. Yeager Distinguished 

Reverend Dr. Gibson J. Wells Lectureship 


Anonymous Fellowship in Surgery 

Dr. James G. Arnold Memorial Fellowship in 

Dr. and Mrs. Frederick J. Balsam Student 

Fellowship in Rehabilitation Medicine 
Leslie B. Barnett, M.D. Memorial Student 

Fellowship in Neurology 
Jeffrey Ivan Bennett Fund 
Dr. Paul R. Brown Research Fellowship 
Jessie M. Cook Research Fellowship in 

Circulatory Disease 
Isaac E. Emerson Fellowship in 

Dr. Jose R. Fuentes Memorial Student 

Fellowship in Obstetrics and Gynecology 
Dr. Aaron I. Grollman Memorial 

Postdoctoral Fellowship in Surgery 
Harry Gudelsky Fund 
Charles M. Hitchcock Fund 
Dr. Howard C. Silver Memorial Student 

Fellowship in Family Medicine 
Dr. Harry Shelly and Mrs. Helen Shelly 

Fellowship in Urology 
John F.B. Weaver Fellowship 


Class of 1 966 Junior Prize for Excellence 

in Academics 
W. Wayne Babcock Award in Surgery 
James E. Bond Memorial Fund 
Louis, Ida and Samuel Cohen Awards 
Douglass Award 

Dr. A. Bradley Gaither Memorial Prize 
Sheldon E. Greisman, M.D. Prize in 

Medical Physiology 
Dr. Jeremy Hallisey Prize Fund 
Dr. Leonard M. Hummel Memorial Award 
William D. Kaplan, M.D. Award 
Elizabeth G. Macauley Memorial Award 

for Outstanding Clinical Proficiency 
Kenneth L. Malinow, M.D. Memorial Prize 
William H. Mosberg, Jr., M.D. Award 

for Neurosurgery 
Scharling Memorial Award 
John W Turner, M.D. Memorial Prize 

124 School of Medicine 

Dr. Henry F. Ullrich Educational Prize 

Dr. Samuel Weinberg and Frances Weinberg 

Loeb Award 
Dr. Hans R. Wilhelmsen Award 

for Excellence in Surgery 
Theodore E. Woodward Prize in 

Internal Medicine 
William Yudkoff, M.D. Memorial Award 

Research Funds 

Linda Baron Fund 

Andrew N. and Florence Baur 

Transplant Research Fund 
Dr. Jeffrey Benner Ophthalmology 

Research Fund 
Frank C. Bressler Reserve Fund 
Clinical Research Support Fund 
William P. Cole, Jr. Memorial Research Fund 
Myer and Etta Dana Fund 
Department of Family Medicine Fund 
Diagnostic Radiology Fund 
Dr. Francis and Margaret B. Ellis 

Memorial Fund 
John Edgar Faber Fund for Cancer 

and Heart Research 
Andrew H. Foster, M.D. Research 

and Clinical Investigation Fund 
Dr. James Frenkil Fund 
Charles Frick Research Fund 
Julius Friedenwald Research Fund 

for Medical Investigation 
Malcolm L. Friedman Fellowship Fund 
Doris N. and Sylvan Frieman Perinatology 

Research Fund 
Dr. Maurice H. Givens Fund 
Louisa H. Goldstein Research Fund 

in the Division of Rheumatology 
Dr. John C. Hemmeter Fund for 

Research in Physiology 
H. McKee Jarboe Fund for Mental Health 
Mary Gray Munroe Memorial Fund 
Bert F. Morton, M.D. Transplant 

Research Fund 
Multiple Sclerosis Research 

Development Fund 
Neurosurgery Fund "B" 
Neurosurgery Fund "G" 
Department of Neurosurgery Research Fund 

Dona and Katie Oken Memorial Fund 

for Cancer Research 
Thomas W. Pangborn Research Fund 
Charles E. Parker, M.D. Research 

Fund in Pediatrics 
Pediatric Outpatient Clinic Fund 
The Pulmonary Education and 

Research Fund 
Research and Education Fund 
Richard D. Richards, M.D. Research Fund 
J.M.H. Rowland Fund for Research 

and Education in Obstetrics 
William Donald Schaefer Cancer 

Research Fund 
The Schramek Fund for Alzheimer's 

Disease Research 
The Schramek Fund for Cardiology Research 
The Schramek Fund for Diabetes Research 
Sigma-Tau Fund in Neuroprotection 

Fern Tauber Memorial Fund 
Mark Thumim, M.D. Research Fund 

in Ophthalmology 
John L. Whitehurst Fund 
Sara A. Whitehurst Fund 

Unrestricted and Other Funds 

Anonymous Endowed Fund in the 

Department of Surgery 
Dr. Burt J. Asper Memorial Fund 
Dr. David H. Barker Endowed Fund 
Aliya Berger Memorial Fund 
Cell Biology Fund 

Children's Residential Service Program 
Dr. Thomas B. Connor Fund 
Controversies in Congenital Heart Surgery 
David M.R. Culbreth Fund 
Dean's Academic Development Fund 
Dean's Colloquium Fund 
Dean's Office Endowment Fund 
Dean's Support Fund 
Isaac Cockey Dickson Memorial 
Dr. Francis and Margaret B. Ellis 

Memorial Fund 
Martha V. Filbert Radiation Center Fund 
Dr. Jacob E. Finesinger Memorial Fund 
Fund for Excellence 
Fund of the Faculty of Physics 

Endowments and Gifts 125 

Charles Getz, M.D. Fund for Computer 

Learning Center 
Evelyn Glick Faculty Enrichment Fund in 

Basic Sciences 
Dr. Edmond A. Goidl Memorial Fund 
Benjamin H. Inloes, Jr., M.D. Dean's 

Discretionary Fund 
Nancy Kowalewski Memorial Fund 
Jacob B. and Shirley K. Mandel Fund 
School of Medicine Fund 
Dr. W.C. Meloy Memorial 
Maryland Emergency Medical Services 


MIEMSS Library Fund 

Addison E. Mulliken Fund 

No Name Fund 

Noxell Medical School Fund 

Perl Foundation Endowed Fund 

Elizabeth R. Robinson Fund for the 

University of Maryland Cancer Center 
Elizabeth R. Robinson Fund for the 

Department of Dermatology 
David R. Solomon Memorial Fund 
Dr. Homer U. Todd Fund 
Lois A. Young-Thomas Memorial Fund 

Endowments funding scholarships, student loan funds and other student prizes and awards are 
listed in the Financial Information and Academic Information sections. 

The John Beale Davidge Alliance 

Alumni and friends who make contributions to the School of Medicine of $10,000 and above are 
recognized as members of the John Beale Davidge Alliance, a permanent recognition society 
named after the School's founder and first dean. There are two honors levels within the Alliance: 
the Silver Circle, for gifts of $25,000-$49,999 and the 1807 Circle, for contributions of $50,000 
and above. The exceptional support provided by these individuals enables the school to continue 
the tradition it began in 1807, of educating physicians and providing care for patients. 

126 School of Medicine 

University and Medical School Funds 

University Grants: Need based grants awarded by Financial Aid Office 

Dean's Scholarship: Funds provided by the School are awarded primarily to non-resident students. 

Medical Alumni Association: Interest-free loans are available to students on the basis of financial need. 

Private and Endowment Funds: From bequests and private donations, the School of Medicine has 
established private and endowment accounts to provide fellowships, scholarships and loans for 
students on the basis of their academic achievement and financial need. The amounts of these 
fellowships, scholarships and loans vary and are awarded on an annual basis in accordance with 
school policy. 

The availability of support from each of the funds listed below is dependent upon the income 
generated. Moreover, since many of the funds are governed by specific provisions set forth by the 
donors, awards must be made accordingly. 


Dr. Daniel J. Abramson Scholarship 

A.P.P.M. Auxiliary Inc. Scholarship 

Balder Scholarship 

Arnold S. Blaustein, M.D. Scholarship 

James E. Bond Memorial Fund 

Dr. Robert W. Buxton Student Aid Fund 

Percy M. Chaimson Memorial Scholarship 

Church Home and Hospital Medical Staff Scholarship 

Class of 1969 Scholarship Fund 

Israel and Cecilia E. Cohen Scholarship 

Dr. William H. Crim Professorship and Scholarship 

John Joseph Darrell, M.D. and John Charles Darrell, M.D. Scholarship 

Isaac C. Dickson Memorial Scholarship 

Winnie and George Dodge Fund 

Marcia Thomas Duncan Medical Scholarship 

Dr. A. Lee Ellis Scholarship 

Arthur Wright Erskine Scholarship 

Dr. John E. Esnard Endowment 

Lester M. Fox, M.D. Scholarship 

Sharon Fox Scholarship 

Samuel Leon Frank Scholarship 

Sylvan and May Frieman Scholarship 

Dr. Morris Funk Scholarship 

Milton Ginsberg Scholarship 

Elvin and Florence Gottdiener Scholarship 

Harry Gudelsky Fund 

University and Medical School Funds 12 7 

Horace Bruce Hetrick Scholarship 

Hermione M. Hicks Scholarship 

Margaret A. Hicks Scholarship 

Charles M. Hitchcock Scholarship 

Donald J. Hobart Scholarship 

G. D. Jackson Scholarship 

Leo Karlinski Scholarship 

Elsie Larrimore Scholarship 

Dr. Maurice Levinsky Scholarship 

Dr. Emmett E. and Mrs. Ruth A. Light Scholarship 

Dr. Alexander J. and Clara Maysels Scholarship 

Dr. James N. McCosh, Jr. Memorial Scholarship 

Medical Alumni Association Scholarship 

Mitchell Family Scholarship 

Nataro Family Scholarship 

Frederick Norman Nichols, M.D., Anne Garey Nichols, 

and Edwina Nichols Justin Scholarship 
Elain Miye Otani Memorial Scholarship 
Marvin S. Piatt, M.D. '56 Scholarship 
Dr. Joel Renbaum Scholarship 
Henry Rolando Scholarship 
Morton and Elaine Schwartz Scholarship 
Streett Memorial Scholarship 
Dr. Charles Roberts Thomas Scholarship 
James M. Trench, M.D. Scholarship 
Michael Vinciquerra Trust Scholarship 
Clarence and Geneva Warfield Scholarship 
Walter M.Winters Scholarship 
Randolph Winslow Scholarship 
W. R. Winslow Residuary Trust Scholarship 
Henry Zoller, Jr. Scholarship 


Dr. Mortimer D. Abrashkin Student Loan 

Balder Foundation Fund 

Memorial Loan Fund of the Class of 1916 

Class of 1935 Student Loan 

Jay W Eaton Loan 

Dr. Wetherbee Fort Loan 

Gold-Steinberg Memorial Student Loan 

Isaac Gutman Loan Fund 

Sean Peter Houlihan Memorial Fund 

Robert Wood Johnson Foundation Loan 

James R. Karns, M.D. Memorial Student Loan 

W.K. Kellogg Loan 

Dr. Lloyd I. and Judith S. Kramer Loan 

William and Sarah Kraut Student Loan 

Michael H. Lipman Loan 

Joseph Lipskey Loan 

Jacob B. and Shirley K. Mandel Student Loan 

128 School of Medicine 

Drs. Charles W. and Kathleen R. McGrady Student Loan 

Medical Alumni Association Student Loan 

Edward L. and Lina H. Meirhof Loan 

Caroline T. and Jack C. Morgan Student Loan 

Dr. and Mrs. William B. Rogers Student Loan 

Jessie Smith Noyes Foundation, Inc. Loan 

Charles Pfizer Loan 

F. Mason Sones Jr. Memorial Student Loan 

Webster M. Strayer, M.D. Student Loan 

Jimmie Swartz Foundation Student Loan 

Jay Whitman Memorial Student Loan 

Outside Sources 

The Central Scholarship Bureau offers interest-free loans in amounts up to $3,500 per year 
(maximum total of $8,000) to qualified Baltimore City and Baltimore County residents. For more 

Central Scholarship Bureau 

c/o #108 Bristol House Apartments 

4001 Clarks Lane 

Baltimore, Maryland 21215 


Primary Care Loans may equal tuition plus $2,500 annually. Interest accrual at 5 percent and 
principal payments are deferred until one year after graduation at which time both interest and 
principal payments begin. Both interest and principal may also be deferred for internships and 
residencies and for up to three years of service in the uniformed services (including National 
Health Service Corps) and the Peace Corps. Interest accrues from beginning of repayment period. 
Recipients must enter and complete a residency training program in primary health care no later 
than four years after graduation from the institution. Recipients must also practice primary health 
care until the loan is repaid in full and provide annual certification that they are practicing primary 
health care. Primary health care is defined as family medicine, general internal medicine, general 
pediatrics, preventive medicine or osteopathic general practice. 

The Maryland State Scholarship Administration offers one-year Maryland Professional School 
Scholarships of $200-$ 1,000, which can be sought for subsequent years by proper reapplication. 
Senatorial and House of Delegates awards are also available. To apply, students should complete 
the Federal Renewal Free Application for Federal Student Aid or the Free Application for Federal 
Student Aid. 

National Medical Fellowships are need-based awards to minority medical students. For further 
information and applications write: 

National Medical Fellowships 

250 West 57th Street 

New York, New York 10019 

University and Medical School Funds 129 

The Federal Work-Study Program provides jobs for students who need financial aid and who 
choose to earn part of their educational expenses. Jobs are arranged either on or off campus with 
a public or private nonprofit agency. Eligible students may be employed for as many as 20 hours 
per week. To be eligible for Federal Work-Study a student must apply for financial aid and demon- 
strate financial need. 

Federal Perkins Loans (formerly known as National Defense/Direct Student Loans) are avail- 
able to students from the University. The aggregate legal loan maximum is $30,000 (including 
undergraduate borrowing). The annual interest rate is 5 percent, interest does not accrue until 
repayment begins. 

Federal Subsidized Stafford Loans (formerly Guaranteed Student Loans) are made by private 
lenders. The annual legal loan maximum for graduate students is $8,500. The aggregate loan limit 
is $65,500, including graduate and undergraduate debt. Current interest rates for new borrowers 
will be variable, but not higher than 8.25 percent. Interest does not accrue until repayment begins. 

Federal Unsubsidized Stafford Loans are also made by private lenders. Medical students may 
borrow up to $30,000 a year with an aggregate limit of $179,000. The interest rate is variable and 
will be adjusted annually, with a 8.25 percent cap. Interest will accrue on the loan from the date 
of disbursement and may be paid quarterly, annually, or will be capitalized. 

Alternative Loans are designed to meet the remaining student's eligibility after both Federal 
Subsidized and Unsubsidized Stafford Loans have been borrowed. Alternative loans are credit 
based. Students are strongly encouraged not to borrow this loan unless absolutely necessary. 

Federal regulations governing financial aid are subject to change, and it is suggested that inter- 
ested applicants contact the Financial Aid Office to ensure receiving the most recent information. 

130 School of Medicine 

Administration and Faculty 

University System of Maryland 


Donald N. Langenberg, PhD, Chancellor 

Charles R. Middleton, Vice Chancellor for Academic Affairs 

John K. Martin, Vice Chancellor for Advancement 

Joseph F. Vivona, Vice Chancellor for Administration and Finance 


Nathan A. Chapman, Jr. 

Lance W. Billingsley 

Thomas B. Finan, Jr. 

Michael C. Gelman 

Louise Michaux Gonzales 

Nina Rodale Houghton 

The Honorable Steny H. Hoyer 

Leronia A. Josey 

Clifford Kendall 

Jeong H. Kim 

Admiral Charles R. Larson 

Lillian Hobson Lincoln 

David H. Nevins 

Kevin G. Oxendine 

The Honorable Joseph D. Tydings 

William T. Wood 

Henry A. Virts 

University of Maryland Baltimore 


David J. Ramsay, DM, DPhil, President 

Joann A. Boughman, PhD, Vice President, Academic Affairs and Dean, Graduate School 

James T. Hill, Jr., MPA, Vice President, Administrative Services 

T. Sue Gladhill, MSW, Vice President, External Affairs 

Donald E. Wilson, MD, MACP, Vice President for Medical Affairs and Dean, 

School of Medicine 
Morton I. Rapoport, MD, President and Chief Executive Officer, 

University of Marvland Medical Svstem 

Administration and Faculty 131 


Richard R. Ranney, DDS, Dean, Dental School 

Karen H. Rothenberg, JD, Dean, School of Law 

Donald E. Wilson, MD, MACP, Vice President for Medical Affairs and Dean, 

School of Medicine. 
Barbara R. Heller, EdD, RN, FAAN, Dean, School of Nursing 
David A. Knapp, PhD, Dean, School of Pharmacy 
Jesse. J. Harris, DSW, Dean, School of Social Work 

School of Medicine 


Donald E. Wilson, MD, MACP, Vice President for Medical Affairs and Dean, School of 

Frank M. Calia, MD, MACP, Vice Dean and Senior Associate Dean, Academic Affairs 
Jeanette K. Balotin, MPA, MA, Chief of Staff 
Phyllis Hayes, BA, Assistant to the Dean 

Mohamed S. Al-Ibrahim, MD, Associate Dean, Veterans Administration 
Claudia R. Baquet, MD, MPH, Associate Dean, Policy & Planning 
Robert A. Barish, MD, Associate Dean, Clinical Affairs 
Howard B. Dickler, MD, Associate Dean, Research & Graduate Studies 
Milford M. Foxwell, Jr., MD, Associate Dean, Admissions 
Jack Gladstein, MD, Associate Dean, Student & Minority Affairs 
Gregory F. Handlir, MBA, Associate Dean, Resource Management 
Anthony L. Imbembo, MD, Associate Dean, Academic Administration 
Nancy R. Lowitt, MD, EdM, FACP, Associate Dean, GME & CME 
Garvin S. Maffett, EdD, Associate Dean, Development 
David B. Mallott, MD, Associate Dean, Medical Education 

Donna Parker, MD, Associate Dean, Student & Faculty Development/Minority Affairs 
Bernard A. Carpenter, Jr., BA, Assistant Dean, Clinical Practice 
Judy A. Emery, EdD, MS, Assistant Dean, Medical Education 
James E. McNamee, PhD, Assistant Dean, Information Systems 
Anne Hirshfield, PhD, Assistant Dean, Office for Research Subjects 
A. John Galleazzi, MBA, Assistant Dean, Finance 
S. Michael Plaut, MD, Assistant Dean, Student & Minority Affairs 
Gary D. Plotnick, MD, Assistant Dean, Student & Minority Affairs 
Gregory Robinson, MA, Assistant Dean, Operations & Human Services 
David L. Stewart, MD, Assistant Dean, Ambulatory Education 
Jordan E. Warnick, PhD, Assistant Dean, Student Education & Research 
Sandra L. Dolan, PhD, Director, Academic Development 
Hermione Hicks, MPA, Director, Recruitment 
Jennifer B. Litchman, MA, Director, Public Affairs 

Louisa A. Peartree, MBA, Director, Mission-Based Budgeting & Reporting 
Terry B. Rogers, PhD, Director, MD/PhD Program 

132 School of Medicine 


Sylvan Frieman, MD 

Charles F. Black 

Morton D. Bogdonoff, MD 

Joy Bramble 

Roger J. Bulger, MD 

Michael E Cryor 

Ronald Geesey 

Susan R. Guarnieri, MD 

Richard M. Lombardo 

Andrew M. Malinow, MD 

Edward Magruder Passano, Jr. 

Selvin Passen, MD 

David S. Penn 

Christine D. Sarbanes 

Carl W. Stearn 

Richard L. Taylor, MD 

Daniel E. Wagner 

Michael E. Waller 

Department of Anatomy and Neurobiology 

Professor and Chair 
Michael T. Shipley, PhD 

Anderson, Larry, PhD, Associate Professor 
Boughter Jr., John D., PhD, Assistant Professor 
Bovolin, Patrizia, PhD, Visiting Assistant Professor 
Ennis, Matthew, PhD, Associate Professor 
Hayar, Abdallah, PhD, Assistant Professor 
Heyward, Philip M., PhD, Assistant Professor 
Hirshfield, Anne, PhD, Professor 
Hoffman, Gloria E., PhD, Professor 
Hoover, Dennis J., PhD, Assistant Professor 
Karnup, Sergei V., MD, PhD, Assistant Professor 
Keller, Asaf, PhD, Associate Professor 
Lee, Soon Chul, PhD, Visiting Professor 
Leinders-Zufall, Trese, PhD, Assistant Professor 
Li, Cheng-Shu, PhD, Assistant Professor 
Margolis, Frank L., PhD, Professor 
Markelonis, George J., PhD, Associate Professor 
Munger, Steven D., PhD, Assistant Professor 
Murphy, Anne Z., PhD, Assistant Professor 
Oh, Tae Hwan, PhD, Professor 
Peretto, Paola M., PhD, Visiting Assistant Professor 
Priest, Catherine, PhD, Assistant Professor 
Puche, Adam C, PhD, Assistant Professor 
Pumplin, David, PhD, Professor 
Richards, Linda J., PhD, Assistant Professor 

Administration and Faculty 133 

Roerig, Birgit, PhD, Assistant Professor 
Smith, David V., PhD, Professor 
Strum, Judy May, PhD, Professor 
Zufall, Frank, PhD, Associate Professor 

Department of Anesthesiology 

Martin Helrich Professor and Chair 
M. Jane Matjasko, MD 

Afrangui, Beatrice, MD, Assistant Professor 
Atwal, Jasjit B., MD, Assistant Professor 
Bambrick, Linda L., PhD, Assistant Professor 
Baroody, Brigid C, MD, Assistant Professor 
Blenko, John W., MD, Assistant Professor 
Bochicchio, Daniel J., MD, Assistant Professor 
Boehm, Clifford, MD, Assistant Professor 
Bourke, Denis, MD, Associate Professor 
Chandrasekaran, Krish, PhD, Assistant Professor 
Dutton, Richard P., MD, Assistant Professor 
El-Maghrabi, Essam A., MD, Instructor 
Fahy, Brenda G., MD, Associate Professor 
Fiskum, Gary M., PhD, Professor 
Fouche', Larita Y., MD, Assistant Professor 
Gheorghiu, Ileana, MD, Assistant Professor 
Gilbert, Timothy B., MD, Associate Professor 
Gunawardane, Vajira R., MD, Assistant Professor 
Harrison, Charles M., MD, Assistant Professor 
Hasnain, Jawad U., MD, Assistant Professor 
Hassassian, Sassan, MD, Assistant Professor 
Hu, Peter, MS, Instructor 
Jaberi, Mahmood, MD, Assistant Professor 
Kent, Joel L., MD, Assistant Professor 
Kristian, Tibor, MD, Assistant Professor 
Mackenzie, Colin F., MD, Professor 
Malinow, Andrew M., MD, Professor 
Marcucci, Catherine, MD, Assistant Professor 
Martz, Douglas G., MD, Assistant Professor 
McCunn, Maureen, MD, Assistant Professor 
Njoku, Mary J., MD, Assistant Professor 
Noorani, Robert J., MD, Assistant Professor 
Odonkor, Patrick N., MD, Assistant Professor 
Pavia, Randyll, MD, Instructor 
Price, Glenn S., MD, Assistant Professor 
Savarese, Anne M., MD, Assistant Professor 
Schreibman, David L., MD, Assistant Professor 
Shepard, Eric K., MD, Assistant Professor 
Shin, Baekhyo, MD, Professor 
Sidhu, Sukhwant, MD, Instructor 
Sivaraman, Vadivelu, MD, Assistant Professor 

134 School of Medicine 

Starkov, Antoli A., PhD, Research Associate 
Tarantino, David P., MD, Assistant Professor 
Thomas, Padmini, MD, Assistant Professor 
Udekwu, Obi, MD, Assistant Professor 
Waxman, Gary, MD, Assistant Professor 
Wilson Jr., Henry L., MD, Assistant Professor 
Xiao, Yan, PhD, Assistant Professor 

Department of Biochemistry & Molecular Biology 

Professor and Chair 
Giuseppe Inesi, MD, PhD 

Baldisseri, Donna M., PhD, Assistant Professor 

Barcak, Gerard J., PhD, Associate Professor 

Black, Lindsay, PhD, Professor 

Bucci, Enrico, MD, Professor 

Carrier, France, PhD, Assistant Professor 

Chang, Dau-Yin, PhD, Assistant Professor 

Collins, Kim D., PhD, Associate Professor 

Cseresnyes, Zoltan, MS, Research Associate 

Dubell, William H., PhD, Assistant Professor 

Farrance, Iain K. G., PhD, Assistant Professor 

Gill, Donald L., PhD, Professor 

Gryczynski, Ignacy, PhD, Professor 

Gryczynski, Zygmunt, PhD, Associate Professor 

Gutierrez, Peter L., PhD, Professor 

Herman, Petr, PhD, Research Associate 

Hua, Suming, PhD, Assistant Professor 

Klein, Michael G., PhD, Associate Professor 

Lakowicz, Joseph, PhD, Professor 

Long, Xilin, MD, PhD, Assistant Professor 

Lu-Chang, A- Lien, PhD, Professor 

Ma, Hailun, PhD, Research Associate 

Melera, Peter W, PhD, Professor 

Miller, Kristine, PhD, Visiting Associate Professor 

Nowaczyk, Kazimierz, PhD, Research Associate 

Rogers, Terry B., PhD, Professor 

Schneider, Martin F., PhD, Professor 

Shamoo, Adil, PhD, Professor 

Shen, Yibing, PhD, Research Associate 

Sumbilla, Carlota, PhD, Assistant Professor 

Thompson, Richard B., PhD, Associate Professor 

Tolosa, Leah M., PhD, Research Associate 

Weber, David J., PhD, Associate Professor 

Yu, Myoung He, PhD, Assistant Professor 

Zhu, Wei-Youg, MD, PhD, Research Associate 

Administration and Faculty 135 

Department of Dermatology 

Professor and Chair 
Joseph W. Burnett, MD 

Lowitt, Mark H., MD, Associate Professor 
Lutz, Linda L., MD, Assistant Professor 

Department of Diagnostic Radiology & Nuclear Medicine 

Professor and Chair 
Philip A. Templeton, MD 

Allman, Robert A., MD, Professor 

Beache, Garth M., MD, Interim Visiting Assistant Professor 

Berg, Wendie A., MD, PhD, Associate Professor 

Boyd-Kranis, Robin L., MD, Assistant Professor 

Cadogan, Michael A., MD, Assistant Professor 

Cao, Zongjian, PhD, Associate Professor 

Cogan, Brad M., MD, Assistant Professor 

Coldwell, Douglas M., MD, PhD, Professor 

Daly, Barry D., MD, Professor 

Dinker, Robert E., MD, Visiting Assistant Professor 

Gross, George W., MD, Assistant Professor 

Gullapalli, Rao P., PhD, Assistant Professor 

Haney, Phillip, MD, Associate Professor 

Hisley, Kenneth C., PhD, Assistant Professor 

Hosseinzadeh, Keyanoosh, MD, Assistant Professor 

Javitt, Marcia C, MD, Professor 

Lambert, Carol, PhD, Assistant Professor 

Lefkowitz, David M., MD, Associate Professor 

Line, Bruce R., MD, Interim Visiting Assistant Professor 

Lloyd II, Raymond A., MD, Assistant Professor 

McAvoy, Marcia, MD, Assistant Professor 

Mease, Ronnie C, PhD, Associate Professor 

Melotti, Michelle, MD, Assistant Professor 

Mirvis, Stuart, MD, Professor 

Mrose, Helen E., MD, PhD, Associate Professor 

Mulligan, Michael E., MD, Associate Professor 

Murthy, Ravi, MD, Assistant Professor 

Nessaiver, Moriel, PhD, Assistant Professor 

Obuchowski, Abraham M., MD, Assistant Professor 

Pugatch, Robert D., MD, Professor 

Resnik, Charles S., MD, Professor 

Roys, Steven R., BS, Research Associate 

Shanmuganathan, Kathirkamanathan, MD, Associate Professor 

Siegel, Eliot L., MD, Associate Professor 

Smith, Stacy E., MD, Assistant Professor 

Stainken, Brian F., MD, Interim Visiting Assistant Professor 

Stallmeyer, M. Joanne, MD, PhD, Assistant Professor 

136 School of Medicine 

Weksberg, Allan P., MD, Assistant Professor 
White, Charles S., MD, Associate Professor 
Wong-You-Che, Jade J., MD, Associate Professor 
Zoarski, Gregg H., MD, Associate Professor 

Department of Epidemiology & Preventive Medicine 

Professor and Chair 

J. Glenn Morris, Jr., MD, MPH & TM 

Amr, Sania, MD, Assistant Professor 

Baquet, Claudia R., MD, Associate Professor 

Baumgarten, Mona E., PhD, Associate Professor 

Bradham, Douglas D., PhD, Associate Professor 

Chen, Timothy, PhD, Professor 

Dischinger, Patricia, PhD, Associate Professor 

Fix, Alan D., MD, Assistant Professor 

Flaws, Jodi A., PhD, Assistant Professor 

Gruber-Baldini, Ann L., PhD, Assistant Professor 

Hale, Antony D., MD, Assistant Professor 

Harris, Anthony D., MD, Assistant Professor 

Havas, Stephen, MD, Professor 

Hawkes, William G., PhD, Assistant Professor 

Hawkins, Marguerite, MD, Visiting Assistant Professor 

Hebel, Richard, PhD, Professor 

Karaolis, David K. R., PhD, Assistant Professor 

Kessler, Irving, MD, PhD, Professor 

Kjerulff, Kristen H., PhD, Associate Professor 

Langenberg, Patricia, PhD, Professor 

Magaziner, Jay S., PhD, Professor 

Magder, Laurence, PhD, Associate Professor 

McCarter, Robert, ScD, Associate Professor 

Nevitt, Jonathan, PhD, Visiting Instructor 

Orwig, Denise L., PhD, Research Associate 

Powell, Jan L., PhD, Assistant Professor 

Roghmann, Mary-Claire, MD, Assistant Professor 

Rubin, Judith, MD, Professor 

Scherer, Roberta W, PhD, Instructor 

Scott, Jane D., ScD, Assistant Professor 

Sexton, Mary S., PhD, Professor 

Silbergeld, Ellen K., PhD, Professor 

Smith, David L., PhD, Assistant Professor 

Sozhamannan, Shanmuga, PhD, Instructor 

Stine, O. Colin, PhD, Assistant Professor 

Stolley, Paul D., MD, Professor 

Strickland, G. Thomas, MD, PhD, Professor 

Sulakvelidze, Alexander, PhD, Assistant Professor 

Torpey III, David J., ScD, Assistant Professor 

Wilson, Phillip D., PhD, Professor 

Zhan, Min, PhD, Interim Visiting Assistant Professor 

Administration and Faculty 137 

Department of Family Medicine 

Professor and Chair 
Herbert L. Muncie, Jr., MD 

Astin, John A., PhD, Assistant Professor 
Barnet, Elizabeth, MD, Associate Professor 
Bausell, R. Barker, PhD, Professor 
Berman, Brian M., MD, Professor 
Boykin, Stephanie, MD, Instructor 
Colgan, Richard, MD, Assistant Professor 
Conti, Tracey D., MD, Instructor 
Esege, Alistair, MD, Instructor 
Ferentz, Kevin S„ MD, Associate Professor 
Kelsey, Riba C, MD, Instructor 
Khanna, Niharika, MD, Assistant Professor 
Lao, Lixing, PhD, Associate Professor 
Mulasi, Ila, MD, Assistant Professor 
Patel, Alkesh D., MD, Assistant Professor 
Robinson, Leslie S., MD, Assistant Professor 
Rooks, Yvette L., MD, Assistant Professor 
Rose, Vivienne, MD, Assistant Professor 
Shell, Donald, MD, Assistant Professor 
Siegel, Neil M., MD, Assistant Professor 
Stewart, David L., MD, Associate Professor 
Taylor, Gregory H., MD, Assistant Professor 
Tucker, Andrew M., MD, Assistant Professor 
Warrington, Verlyn O., MD, Assistant Professor 
Zhang, Grant, MD, PhD, Assistant Professor 

Department of Medical and Research Technology 

Professor and Chair 

Denise M. Harmening, PhD 

Adams, Karen, MA, Assistant Professor 
Azzazy, Hassan M., PhD, Assistant Professor 
Bash, Jerry A., PhD, Assistant Professor 
Cook, Janine D., PhD, Assistant Professor 
Gilman, Allan, MS, Instructor 
Griffey, Paul A., MBA, Assistant Professor 
Johnson, Lisa J., MS, Assistant Professor 
Vucenik, Ivana, PhD, Associate Professor 

138 School of Medicine 

Department of Medicine 

Theodore E. Woodward Professor and Chair 
William L. Henrich, MD 

Abraham, John M., PhD, Assistant Professor 

Al-Ibrahim, Mohamed, MD, Professor 

Alexander, Carla S., MD, Assistant Professor 

Allen, Elsie M., MD, Associate Professor 

Amelung, Pamela J., MD, Assistant Professor 

Amoroso, Anthony, MD, Visiting Assistant Professor 

Anania, Frank A., MD, Assistant Professor 

Applefeld, Mark M., MD, Associate Professor 

Atamas, Sergi P., MD, PhD, Assistant Professor 

Bachur, Nicholas, MD, PhD, Professor 

Balke, C. William, MD, Professor 

Barry, Eileen M., PhD, Assistant Professor 

Benitez, Roberto M., MD, Assistant Professor 

Berman, Dora M., PhD, Assistant Professor 

Blattner, William A., MD, Professor 

Boedeker, Edgar C, MD, Professor 

Briglia, Andrew E., DO, Assistant Professor 

Britt, Edward J., MD, Professor 

Britten, John S., MD, Associate Professor 

Brown, Angela J., MD, Assistant Professor 

Bujak, Danuta I., PhD, Research Associate 

Calia, Frank M., MD, Professor 

Cangro, Charles B., MD, PhD, Assistant Professor 

Caplan, Ellis S., MD, Associate Professor 

Carter, Kennita R., MD, Assistant Professor 

Cleghorn, Farley R., MPH, Assistant Professor 

Coggan, Andrew R., PhD, Associate Professor 

Colvin Jr., Perry L., MD, Assistant Professor 

Corretti, Mary C, MD, Associate Professor 

Cross, Alan S., MD, Professor 

Cunningham, Rochelle, MD, Visiting Assistant Professor 

Danella, Rose D., PhD, Assistant Professor 

Darwin, Peter E., MD, Assistant Professor 

Davis Jr., Charles E., MD, Assistant Professor 

Dawson, Nancy A., MD, Professor 

deFilippi, Christopher R., MD, Associate Professor 

DeLisle, Sylvain, MD, Associate Professor 

Didder, Howard B., MD, Professor 

Domenici, Louis J., MD, Associate Professor 

Donnenberg, Michael S., MD, Professor 

Donner, Thomas W., MD, Assistant Professor 

Doyle, Laurence, MD, Professor 

Edelman, Robert, MD, Professor 

Edelman, Martin J., MD, Associate Professor 

Fairchild, Emily S., MD, Assistant Professor 

Fantry, George T., MD, Associate Professor 

Administration and Faculty 139 

Fantry, Lori E., MD, Assistant Professor 

Fenton, Robert G., MD, PhD, Associate Professor 

Ferrara, Cynthia M., PhD, Assistant Professor 

Fink, Jeffrey C, MD, Assistant Professor 

Fisher, Michael L., MD, Professor 

Flores, Raymond H., MD, Associate Professor 

Fontaine, Kevin R., PhD, Assistant Professor 

Foxwell Jr., Milford M., MD, Assistant Professor 

Frankel, Stanley R., MD, Associate Professor 

Freudenberger, Ronald S., MD, Assistant Professor 

Friedley, Nancy Jane, MD, Assistant Professor 

Furth, Priscilla, MD, Associate Professor 

Galen, James E., PhD, Assistant Professor 

Gardner, Andrew W., PhD, Associate Professor 

Gellman, Joel, MD, Assistant Professor 

Gilliam, Bruce L., MD, Interim Visiting Assistant Professor 

Gold, Michael R., MD, PhD, Associate Professor 

Goldberg, Andrew P., MD, Professor 

Goldblum, Simeon E., MD, Professor 

Gomez, Oscar G., MD, PhD, Visiting Instructor 

Gong, Da- Wei, MD, PhD, Assistant Professor 

Gottlieb, Stephen S., MD, Professor 

Greenwald, Bruce D., MD, Associate Professor 

Gucer, Patricia, MA, Faculty Research Assistant 

Habashi, Nader M., MD, Assistant Professor 

Haluszka, Oleh, MD, Assistant Professor 

Hamilton, Bruce P., MD, Professor 

Hamilton, Jennifer, MD, Assistant Professor 

Handwerger, Barry S., MD, Professor 

Hanes, Donna S., MD, Assistant Professor 

Hasday, Jeffrey D., MD, Associate Professor 

Hausner, Petr F., MD, PhD, Assistant Professor 

Hemani, Alnoor G., MD, Assistant Professor 

Herzog Jr., William R., MD, Associate Professor 

Heuser, Mark D., MD, Assistant Professor 

Hey, Jamie C., MD, Assistant Professor 

Heyman, Meyer R., MD, Associate Professor 

Hise, Michael K., MD, Associate Professor 

Hitt, Nancy D., DVM, Instructor 

Hochberg, Marc C., MPH., Professor 

Howell, Charles D., MD, Associate Professor 

Huang, James M., PhD, Research Associate 

Hussain, Arif, MD, Associate Professor 

Izu, Leighton, PhD, Visiting Instructor 

Jablonover, Michael R., MD, Assistant Professor 

James, Stephen P., MD, Professor 

Johnson, David E., PhD, Associate Professor 

Joshi, Manjari, MD, Assistant Professor 

Karp, Judith E., MD, Professor 

Kastor, John A., MD, Professor 

Katzel, Leslie I., MD, PhD, Associate Professor 

140 School of Medicine 

Keay, Susan K., MD, PhD, Associate Professor 
Klapproth, Jan-Michael, MD, Instructor 
Klassen, David K., MD, Associate Professor 
Kleinberg, Michael E., MD, PhD, Associate Professor 
Kushner, Herbert A., MD, Associate Professor 
Lang, Thomas J., MD, PhD, Assistant Professor 
Laskey, Warren K., MD, Professor 
Laurin, Jacqueline, MD, Assistant Professor 
Lee, Young Joo, MD, Assistant Professor 
Levine, Myron M., PhD, Professor 
Levitt, Alan E, MD, Assistant Professor 
Li, Minglin, PhD, Instructor 
Light, Paul D., MD, Associate Professor 
Lowitt, Nancy R., MD, Assistant Professor 
Mackowiak, Philip A., MD, Professor 
Marshall, Sandra T., MD, Assistant Professor 
May, Conrad, MD, Assistant Professor 
McDiarmid, Melissa A., MD, Professor 
McLenithan, John C, PhD, Assistant Professor 
Meisenberg, Barry R., MD, Associate Professor 
Meltzer, Stephen J., MD, Professor 
Mikdashi, Jamal A., MD, Assistant Professor 
Miller, Michael, MD, Associate Professor 
Mitchell, Jr., Braxton D., PhD, MPH, Professor 
Mookerjee, Bijoyesh, MD, Visiting Assistant Professor 
Nicklas, Barbara J., PhD, Assistant Professor 
Oldach, David W., MD, Assistant Professor 
Oursler, Kris Ann, MD, Assistant Professor 
Pallone, Thomas L., MD, Professor 
Peters, Robert W., MD, Professor 
Phillips, Gordon L., MD, Professor 
Plotnick, Gary D., MD, Professor 
Plowe, Christopher J., MD, Associate Professor 
Rabinowitz, Ronald P., MD, Assistant Professor 
Ramos, Emilio, MD, Associate Professor 
Rapoport, Aaron P., MD, Assistant Professor 
Rashba, Eric J., MD, Assistant Professor 
Redfield, Jr., Robert R., MD, Professor 
Robinson, Shawn W., MD, Assistant Professor 
Rogus, Ellen M., PhD, Assistant Professor 
Ross, Douglas D., MD, PhD, Professor 
Rus, Violeta, MD, PhD, Assistant Professor 
Rutherford, Robin E., MD, Associate Professor 
Ryan, Alice S., PhD, Assistant Professor 
Salzberg, Daniel J., MD, Assistant Professor 
Samandari, Taraz, MD, PhD, Assistant Professor 
Sarkodee-Adoo, Clarence, MD, Assistant Professor 
Saunders, Elijah, MD, Professor 
Sha, Qun, MD, PhD, Visiting Instructor 
Shanholtz, Carl B., MD, Associate Professor 
Shorofsky, Stephen R., MD, PhD, Associate Professor 

Administration and Faculty 141 

Shuldiner, Alan R., MD, Professor 

Silver, Kristi D., MD, Assistant Professor 

Silverman, Henry J., MD, Professor 

Snitker, Soren, MD, PhD, Visiting Assistant Professor 

Snow, Dorothy A., MD, Associate Professor 

Sorkin, John D., MD, PhD, Assistant Professor 

Stafford, James L., MD, Assistant Professor 

Stamatos, Nicholas, MD, PhD, Assistant Professor 

Standiford, Harold C, MD, Professor 

Steinle, Nanette I., MD, Visiting Assistant Professor 

Steplock, Deborah A., MS, Faculty Research Assistant 

Szkudlinski, Mariusz W., MD, PhD, Assistant Professor 

Tacket, Carol O., MD, Professor 

Takebe, Naoko, MD, Assistant Professor 

Tasker, David J., MD, Assistant Professor 

Tkaczuk, Katherine, MD, Assistant Professor 

Trucksis, Michele M., MD, PhD, Associate Professor 

Van Echo, David A., MD, Professor 

Via, Charles S., MD, Professor 

Vogel, Robert A., MD, Professor 

Wali, Ravinder, MD, Assistant Professor 

Warren, John W., MD, Professor 

Wasserman, Steven S., PhD, Associate Professor 

Weber, Lawrence, MD, Assistant Professor 

Weinman, Edward J., MD, Professor 

Weinmann, Maxwell, MD, Assistant Professor 

Weintraub, Bruce D., MD, Professor 

Weir, Matthew R., MD, Professor 

White, Barbara W, MD, Professor 

Wilson, Keith T., MD, Associate Professor 

Wolfsthal, Susan D., MD, Associate Professor 

Yim, Gloria, MD, Assistant Professor 

Yurovsky, Vladimir V, PhD, Assistant Professor 

Department of Microbiology and Immunology 

Professor and Chair 
Jan Cerny, MD, PhD 

Abraham, Kristin M., PhD, Assistant Professor 

Ambulos, Jr., Nicholas, PhD, Assistant Professor 

Azad, Abdu F., PhD, Professor 

Carbonetti, Nicholas, PhD, Assistant Professor 

Eremeeva, Marina E., ScD, Assistant Professor 

Feldman, Ricardo A., PhD, Associate Professor 

Flajnik, Martin F., PhD, Professor 

Giron, Jorge A., PhD, Visiting Assistant Professor 

Hassel, Bret A., PhD, Assistant Professor 

Kalvakolanu, Dhan V, PhD, Associate Professor 

Kamin-Lewis, Roberta M., PhD, Assistant Professor 

142 School of Medicine 

Kaper, James B., PhD, Professor 
Livak, Ferenc, MD, Assistant Professor 
Mobley, Harry L.T., PhD, Professor 
Moudgil, Kamal D., MD, PhD, Associate Professor 
Radulovic, Suzana, MD, PhD, Assistant Professor 
Ruknudin, Abdul M., PhD, Assistant Professor 
Sacci, John B., PhD, Assistant Professor 
Schulze, Dan H., PhD, Associate Professor 
Sedegah, Martha, PhD, Assistant Professor 
Silverman, David J., PhD, Professor 

Department of Neurology 

Professor and Chair 
Kenneth P. Johnson, MD 

Barry, Elizabeth, MD, Associate Professor 

Berndt, Rita S., PhD, Professor 

Bever, Jr., Christopher, MD, Professor 

Burton, Martha W., PhD, Assistant Professor 

Calabresi, Peter, MD, Assistant Professor 

Corcoran, Michael J., MD, Assistant Professor 

Dhib-Jalbut, Suhayl S., MD, Professor 

Fishman, Paul S., MD, Professor 

Good, Janine L., MD, Associate Professor 

Gorman, Peter H., MD, Associate Professor 

Grattan, Lynn M., PhD, Associate Professor 

Gunawardane, Ruwani D., MD, Instructor 

Hafer-Macko, Charlene, MD, Assistant Professor 

Hoffman, Paul M., MD, Professor 

Judge, Susan I.V., PhD, Assistant Professor 

Kittner, Steven J., MD, Professor 

Koski, Carol, MD, Professor 

Krumholz, Allan, MD, Professor 

LaMonte, Marian P., MD, Assistant Professor 

Lavin, Robert A., MD, Assistant Professor 

Macko, Richard F., MD, Associate Professor 

Makley, Michael J., MD, Assistant Professor 

Matthews, Christopher, PhD, Assistant Professor 

Oyler, George A., MD, PhD, Assistant Professor 

Panitch, Hillel S., MD, Professor 

Porter, Neil C, MD, Assistant Professor 

Rohwer, Robert G., PhD, Associate Professor 

Seiden, Lawrence, MD, Assistant Professor 

Shulman, Lisa M., MD, Interim Visiting Assistant Professor 

Silver, Kenneth H., MD, Associate Professor 

Tang, Cha-Min, MD, PhD, Associate Professor 

Weiner, William J., MD, Interim Visiting Assistant Professor 

Wozniak, Marcella, MD, PhD, Associate Professor 

Administration and Faculty 143 

Department of Neurosurgery 

R.K. Thompson Professor and Chair 
Howard M. Eisenberg, MD 

Aarabi, Bizhan, MD, Interim Visiting Assistant Professor 
Aldrich, E. Francois, MD, Associate Professor 
Chin, Lawrence, MD, Associate Professor 
DiPatri Jr., Arthur J., MD, Assistant Professor 
Gerzanich, Vladimir, MD, PhD, Assistant Professor 
Simard, J. Marc, MD, PhD, Professor 

Department of Obstetrics, Gynecology & Reproductive Sciences 

Assistant Professor and Interim Chair 
Hugh E. Mighty, MD 

Aguan, Kripamoy, PhD, Assistant Professor 

Albrecht, Eugene, PhD, Professor 

Alger, Lindsay, MD, Professor 

Brooks, Sandra E., MD, Associate Professor 

Brown, Penny L., MD, Interim Visiting Assistant Professor 

Buhimschi, Irina A., MD, Assistant Professor 

Curran, Mary E., MPH, Instructor 

D'heureux-Jo, Ann Marie, MD, Assistant Professor 

Gegor, Carolyn L., iMS, Assistant Professor 

Gregerson, Karen A., PhD, Associate Professor 

Gurel, Sebahat A., MD, Visiting Associate Professor 

Gurel, Hulusi, MD, Visiting Associate Professor 

Harman, Christopher, MD, Professor 

Johnson Jr., Harry W., MD, Associate Professor 

Khandwala, Salil S., MD, Assistant Professor 

Kopelman, Jerome N., MD, Associate Professor 

Kriebs, Jan M., MS, Assistant Professor 

Lidor, Yaron J., MD, Assistant Professor 

Marvel, Richard P., MD, Assistant Professor 

McClamrock, Howard, MD, Associate Professor 

McCullum, Peggy L., MPH., Instructor 

Novoa, Julio C, MD, PhD, Assistant Professor 

Reddy, Uma M., MD, Assistant Professor 

Thompson, Loren P., PhD, Associate Professor 

Weiner, Carl P., MD, Professor 

144 School of Medicine 

Department of Ophthalmology 

Professor and Chair 

Eve J. Higginbotham, MD 

Bernstein, Steven L., MD, PhD, Assistant Professor 
Ellish, Nancy J., PhD, Assistant Professor 
Hemady, Ramzi K., MD, Associate Professor 
Hutcheson, Kelly A., MD, Assistant Professor 
Johnson, Mary A., PhD, Associate Professor 
Jones, B. Eric, MD, Assistant Professor 
Kathuria, Sajeev S., MD, Assistant Professor 
Koh, Shay- Whey, PhD, Assistant Professor 
Pomeranz, Howard D., MD, PhD, Assistant Professor 
Rutzen, Allan R., MD, Assistant Professor 
Steidl, Scott M., PhD, Assistant Professor 
Varma, Shambhu D., PhD, Professor 

Department of Orthopaedic Surgery 

James Lawrence Kernan Professor and Interim Chair 
Andrew R. Burgess, MD 

Antoniades, Spiro B., MD, Assistant Professor 
Belkoff, Stephen M., PhD, Associate Professor 
Copeland, Carol E., MD, Assistant Professor 
Curl, Leigh Ann, MD, Assistant Professor 
Dedeyne, Patrick G., PhD, Assistant Professor 
Deitch, Mark A., MD, Assistant Professor 
Edwards, Charles C, MD, Professor 
Eglseder, W. Andrew, MD, Associate Professor 
Gillespie, Thomas E., MD, Assistant Professor 
Herzenberg, John E., MD, Professor 
Jones, Alan L., MD, Assistant Professor 
Kenzora, John E., MD, Professor 
Moorman III, Claude T., MD, Assistant Professor 
Paley, Dror, MD, Professor 
Pollak, Andrew N., MD, Assistant Professor 
Turen, Clifford, MD, Assistant Professor 

Department of Pathology 

Professor and Interim Chair 
Sanford A. Stass, MD 

Berlyn, Kathleen, PhD, Research Associate 
Borkowski, Andrzej, MD, Assistant Professor 
Brown, Lawrence, MD, Assistant Professor 
Burken, Mitchell, MD, Assistant Professor 

Administration and Faculty 145 

Chang, Seung-Han, MS, Instructor 

Christenson, Robert H., PhD, Professor 

Chute, Dennis J., MD, Instructor 

Constantine, Niel, PhD, Professor 

Cottrell, John R., MS, Instructor 

Davis, Myrtle A., DVM, PhD, Assistant Professor 

DeClaris, Nicholas, ScD, Professor 

DeTollaJr., Louis J., DVM, PhD, Associate Professor 

Drachenberg, Cinthia, MD, Associate Professor 

Duh, Show-Hong, PhD, Assistant Professor 

Edelman, Bennett B., MD, Associate Professor 

Fowler, Bruce A., PhD, Professor 

Fulton, Amy M., PhD, Professor 

Furlong, Maurice B., MD, Assistant Professor 

Gocke, Christopher, MD, Associate Professor 

Gyure, Kymberly, MD, Assistant Professor 

Hamburger, Anne W., PhD, Professor 

Heatfield, Barry M., PhD, Associate Professor 

Henry, Michael R., MD, Associate Professor 

Highsmith Jr., William E., PhD, Associate Professor 

Hsu, Ih-Chang, PhD, Professor 

Ioffe, Olga B., MD, Assistant Professor 

Johnson, Judith A., PhD, Associate Professor 

Jones, Raymond, PhD, Professor 

Kundu, Namita, PhD, Instructor 

Levine, Barry S., PhD, Associate Professor 

Lipsky, Michael, PhD, Professor 

Locke, James L., MD, Instructor 

Mann, Dean L., MD, Professor 

Mixson, Archibald, MD, Assistant Professor 

Moore, George W., MD, PhD, Associate Professor 

Murray, Patrick R., PhD, Professor 

Papadimitriou, John C, MD, PhD, Associate Professor 

Passaniti, Antonio, PhD, Assistant Professor 

Rao, Srinivas, DVM, Instructor 

Robbins, Deanna S., PhD, Associate Professor 

Rus, Horea G., MD, PhD, Assistant Professor 

Saladino, Andrew J., MD, Associate Professor 

Shamsuddin, AbulKalam, MD, PhD, Professor 

Shin, Moon, MD, Professor 

Silverberg, Steven G., MD, Professor 

Smialek, John E., MD, Professor 

Smyth, Mary J., PhD, Assistant Professor 

Sorace, James M., MD, Assistant Professor 

Squibb, Katherine, PhD, Associate Professor 

Stamberg, Judith, PhD, Associate Professor 

Sun, Chen-Chih, MD, Professor 

Trifillis, Anna L., PhD, Associate Professor 

146 School of Medicine 

Department of Pediatrics 

Professor and Chair 
Jay Perman, MD 

Ackerman, Alice D., MD, Associate Professor 
Black, Maureen, PhD, Professor 
Blackmon, Lillian, MD, Associate Professor 
Blaisdell, Carol J., MD, Associate Professor 
Blitzer, Miriam, PhD, Professor 
Bollinger, Mary E., DO, Assistant Professor 
Carraccio, Carol, MD, Professor 
Choo-Kang, Leona K., MD, Assistant Professor 
Counts, Debra R., MD, Assistant Professor 
Cowan, Tina M., PhD, Assistant Professor 
Currey, Kathleen, MD, Assistant Professor 
Daikoku, Serap O., MD, Assistant Professor 
De Luca, Francesco, MD, Assistant Professor 
Dubowitz, Howard, MD, Professor 
Dulkerian, Susan J., MD, Assistant Professor 
Englander, Robert R., MD, Assistant Professor 
Fairchild, Karen D., MD, Assistant Professor 
Fan, Liju, PhD, Assistant Professor 
Farley, John J., MD, Assistant Professor 
Fasano, Alessio, MD, Professor 
Feigelman, Susan, MD, Associate Professor 
Fox, Renee E., MD, Assistant Professor 
Gewolb, Ira H., MD, Professor 
Gladstein, Jack, MD, Associate Professor 
Heisler, Alice B., MD, Assistant Professor 
Horvath, Karoly, MD, PhD, Associate Professor 
Kaljee, Linda M., PharMD, Assistant Professor 
Keane, Virginia, MD, Associate Professor 
King, James C, MD, Professor 
Kinney, Judith M., PhD, Assistant Professor 
Kotloff, Karen L., MD, Professor 
Lassiter, Jennifer, MD, Instructor 
Lichenstein, Richard, MD, Associate Professor 
Losonsky, Genevieve, MD, Associate Professor 
Louis-Jacque, Otto, MD, Assistant Professor 
Lovchik, Judith, PhD, Assistant Professor 
Love, Jon C, MD, Assistant Professor 
Lu, Ruiliang, MD, Research Associate 
Manikam, Ramasamy, PhD, Assistant Professor 
McKenna, Mary C, PhD, Associate Professor 
Mendley, Susan R., MD, Assistant Professor 
Nataro, James P., MD, PhD, Professor 
Ostrowski, Debra K., BS, Instructor 
Palmer, Timothy, MD, Assistant Professor 
Panigrahi, Pinaki, MD, PhD, Associate Professor 
Peralta, Ligia, MD, Associate Professor 

Administration and Faculty 147 

Rennels, Margaret, MD, Professor 

Robertson, Courtney, MD, Assistant Professor 

Rodriguez, Andres, MD, Assistant Professor 

Ross, Barbara C, MD, Instructor 

Ruffin, John W., MD, Visiting Instructor 

Sbarra, Linda, MD, Instructor 

Schuler, Maureen, PhD, Assistant Professor 

Shen, Rong-Fong, PhD, Associate Professor 

Shubin, Charles I., MD, Associate Professor 

Straumanis, John P., MD, Assistant Professor 

Suggs, Adrienne, MD, Assistant Professor 

Suryanarayan, Kaveri, MD, Assistant Professor 

Sztein, Marcelo B., MD, Professor 

Tepper, Vicki J., PhD, Assistant Professor 

Toretsky, Jeffrey A., MD, Assistant Professor 

Turner, Margaret, MD, Clinical Instructor 

Vaidya, Vinay U., MD, Assistant Professor 

Vigorito, Robert, MS, Instructor 

Vink, Peter E., MD, Assistant Professor 

Viscardi, Rose M., MD, Associate Professor 

Watson, Douglas C, MD, Assistant Professor 

Wilms-Floet, Anna Maria, MD, Visiting Assistant Professor 

Wulfsberg, Eric, MD, Professor 

Zielke, Carol, PhD, Assistant Professor 

Zielke, Horst R., PhD, Professor 

Department of Pharmacology & Exp. Therapeutics 

Professor and Chair 

Edson X. Albuquerque, MD, PhD 

Abrams, Thomas W., PhD, Associate Professor 
Alkondon, Manichava, PhD, Assistant Professor 
Aurelian, Laure, PhD, Professor 
Brodie, Angela, PhD, Professor 
Brookes, Neville, PhD, Associate Professor 
Burt, David, PhD, Professor 
Eldefrawi, Amira, PhD, Professor 
Eldefrawi, Mohyee, PhD, Professor 
Frost, Douglas O., PhD, Professor 
Gnatt, Averell, PhD, Assistant Professor 
Hickey, Robert J., PhD, Associate Professor 
Malkas, Linda H., PhD, Associate Professor 
Njar, Vincent C, PhD, Assistant Professor 
Pereira, Edna F.R., PhD, Research Associate 
Randall, William, PhD, Associate Professor 
Smith, Cynthia C, PhD, Assistant Professor 
Warnick, Jordan E., PhD, Professor 
Weinreich, Daniel, PhD, Professor 
Yarowsky, Paul J., PhD, Associate Professor 

148 School of Medicine 

Department of Physical Therapy 

Professor and Chair 

Mary M. Rodgers, PhD, PT 

Alon, Gad, PhD, Associate Professor 
Alston, Margaret, PhD, Assistant Professor 
Anderson, Paul A., PhD, Associate Professor 
Bechtel, Roy H., PhD, Assistant Professor 
Bender, Denise G., MEd, Assistant Professor 
Davis, Katherine, MA, Assistant Professor 
Forrester, Larry W., PhD, Assistant Professor 
Keyser, Randall E., PhD, Assistant Professor 
McBride, Kelly, MA, Assistant Professor 
Romani, William A., PhD, Assistant Professor 
Smith, Gerald V., PhD, Assistant Professor 
Stanley, Rhonda K., PhD, Assistant Professor 
Waller, Sandra A., MS, Assistant Professor 
Whitall, Jill, PhD, Associate Professor 
Wruble, Ellen R., MS, Assistant Professor 

Department of Physiology 

Professor and Chair 
Mordecai P. Blaustein, MD 

Alger, Bradley E., PhD, Professor 
Bloch, Robert J., PhD, Professor 
Bodkin, Noni L., PhD, Research Associate 
Braileanu, Gheoghe T., DVM, PhD, Research Associate 
Fondell, Joseph D., PhD, Assistant Professor 
Goldman, Lawrence, PhD, Professor 
Golovina, Vera A., PhD, Assistant Professor 
Gonzalez-Serratos, Hugo, MD, PhD, Professor 
Hamlyn, John M., PhD, Professor 
Hansen, Barbara C., PhD, Professor 
Koos, Robert D., PhD, Professor 
Krueger, Bruce K., PhD, Professor 
Lamont, Christine, PhD, Research Associate 
Luther, Paul W, PhD, Assistant Professor 
Matteson, Donald R., PhD, Associate Professor 
McCarthy, Margaret, PhD, Associate Professor 
Ortmeyer, Heidi K., PhD, Assistant Professor 
Ruchkin, Daniel S., PhD, Professor 
Selmanoff, Michael K., PhD, Professor 
Shashkin, Pavel N., PhD, Visiting Instructor 
Thompson, Scott M., PhD, Associate Professor 
Ursitti, Jeanine A., PhD, Assistant Professor 
Wade, James B., PhD, Professor 
Wang, Yibin, PhD, Assistant Professor 

Administration and Faculty 149 

Welling, Paul A., MD, Associate Professor 
Wier, W. Gil, PhD, Professor 

Department of Psychiatry 

Professor and Chair 

Anthony F. Lehman, MD, MSPH 

Adami, Helen, MSW, Research Associate 
Adams Jr., Curtis N., MD, Assistant Professor 
Anthony, Bruno, PhD, Associate Professor 
Arbach, Eric J., MSW, Research Associate 
Balis, Theodora, MD, Assistant Professor 
Ball, Mary P., MS, Instructor 
Barrett, David O., MD, Assistant Professor 
Bellack, Alan S., PhD, Professor 
Benson, Paul R., PhD, Assistant Professor 
Bledsoe, Janet E., BS, Research Associate 
Bogrov, Moira, MD, Assistant Professor 
Brady, Dana L., BS, Faculty Research Assistant 
Buchanan, Robert W, MD, Professor 
Butchart, John C, MD, Assistant Professor 
Carpenter, William T., MD, Professor 
Ceresoli, Gianpiera, PhD, Instructor 
Chess, Amy C, BA, Faculty Research Assistant 
Clerkin, Lucy M., BS, Faculty Research Assistant 
Collins, Mary, MSW, Research Associate 
Conley, Robert R., MD, Associate Professor 
Cooper, Lisa C, BS, Faculty Research Assistant 
Deonarine, Mahindranauth, MD, Instructor 
DiPino, Raymond, PhD, Assistant Professor 
Dixon, Lisa M., MD, Associate Professor 
Dotson, Angela G., BS, Faculty Research Assistant 
Dunnigan, David L., MD, Assistant Professor 
Duong, Quynh-Van, PharmD, Research Associate 
Eberhardt, Michelle, MA, Research Associate 
Ehrenreich, Mark, MD, Assistant Professor 
Elliott, Amie R., MA, Research Associate 
Elmer, Gregory I., PhD, Assistant Professor 
Foster, Laura G., PhD, Assistant Professor 
Francis, Grace A., PhD, Faculty Research Assistant 
Francis, Alan N., MS, Research Associate 
Frew, Karen B., BS, Research Associate 
Frey, Kristin N., BA, Research Associate 
Gandhi, Devang H., MD, Assistant Professor 
Gao, Xue-Min, MD, Assistant Professor 
Gearon, Jean S., PhD, Assistant Professor 
Ghuman, Harinder, MD, Associate Professor 
Giannandrea, Paul F., MD, Assistant Professor 
Gold, James M., PhD, Associate Professor 

150 School of Medicine 

Goldberg, Richard W., PhD, Assistant Professor 

Goldman, Howard H., MD, PhD, Professor 

Green, Isis E, BS, Faculty Research Assistant 

Green-Paden, Lisa D., MD, Assistant Professor 

Grim-Haines, Julie A., MA, Research Associate 

Grob, Phillip M., MD, Assistant Professor 

Guard, Heather J., BS, Faculty Research Assistant 

Guidetti, Paolo, PharmD, Assistant Professor 

Guo, Nan, BS, Research Associate 

Gupta, Anjali M., MD, Assistant Professor 

Hackman, Ann L., MD, Assistant Professor 

Hardin, Michael G., BA, Faculty Research Assistant 

Hastings, Brian, MD, Assistant Professor 

Heimberg, Carolyn, MD, Interim Visiting Assistant Professor 

Hercher, Erika H., BS, Faculty Research Assistant 

Hill, Beada H., MD, Assistant Professor 

Hindsman, Robin, PhD, Assistant Professor 

Hoffmann, Jane B., BA, Faculty Research Assistant 

Iannone, Virginia, MA, Research Associate 

Johnson, Jeannette, PhD, Associate Professor 

Jones, Erika M., BA, Faculty Research Assistant 

Jones, Michelle, BS, Faculty Research Assistant 

Joy, Brian C., BS, Faculty Research Assistant 

Kakoyannis, Athanasia, BA, Faculty Research Assistant 

Kalra, Deborah L., PhD, Assistant Professor 

Kane, Robert L., PhD, Associate Professor 

Karkowski, Kathryn D., MSW, Research Associate 

Kaup, Bruce A., MD, Assistant Professor 

Kelley, Joyce L., BA, Faculty Research Assistant 

Kelly, Deanna L., PharmD, Assistant Professor 

Khazan, Tanya S., MD, Assistant Professor 

Kirkpatrick, Brian, MD, Professor 

Kiser, Laurel J., PhD, Associate Professor 

Kling, Mitchel A., MD, Associate Professor 

Knickman, Joy Kay, BS, Faculty Research Assistant 

Knight, Anthony A., BS, Research Associate 

Koenig, James I., PhD, Professor 

Kreyenbuhl, Julie A., PhD, Interim Visiting Assistant Professor 

Kunkel, Richard S., MSW, Research Associate 

Lagana, Christine, PhD, Assistant Professor 

Lahti, Adrienne, MD, Associate Professor 

Langley, Heather L., BS, Faculty Research Assistant 

Lari, Faye M., MD, Assistant Professor 

Lee, Song-Chu, BA, Faculty Research Assistant 

Leeson, Erin M., BS, Faculty Research Assistant 

Lerner, Darin M., MD, Assistant Professor 

Levy, Stevan, PhD, Assistant Professor 

Liberto, Joseph G., MD, Associate Professor 

Lopez, Mary B., BS, Faculty Research Assistant 

Loreck, David, MD, Assistant Professor 

Ma, Ning, MS, Research Associate 

Administration and Faculty 151 

Mallott, David B„ MD, Associate Professor 

Matthews, Lynne C, MSW, Research Associate 

Mayo, Cheryl L., BS, Faculty Research Assistant 

McMahon, Robert P., PhD, Associate Professor 

Miller, David R., BS, Faculty Research Assistant 

Minter, Jennifer, BA, Faculty Research Assistant 

Munson, Robert C, MA, Instructor 

Nepomuceno, Minette T., BA, Research Associate 

O'Donnell, Patrick S., MS, Research Associate 

Osher, Fred C, MD, Associate Professor 

Paskewitz, David, PhD, Assistant Professor 

Phillips, Sheridan, PhD, Associate Professor 

Plaut, S. Michael, PhD, Associate Professor 

Postrado, Leticia T., PhD, Assistant Professor 

Pruitt, David B., MD, Interim Visiting Assistant Professor 

Quigley, Joan, Dipl., Faculty Research Assistant 

RachBeisel, Jill, MD, Associate Professor 

Rassoulpour, Arash, BS, Faculty Research Assistant 

Reed, Susan A., MS, Instructor 

Regenold, William T., MD, Assistant Professor 

Reynolds, Rhonda L., Research Associate 

Riley, Robert J., MD, Instructor 

Roberts, Rosalinda, PhD, Professor 

Robinson, Charles T., MD, Assistant Professor 

Robles, Olalla, MS, Research Associate 

Rocha, Beatriz D., MD, PhD, Assistant Professor 

Rockcress, Timothy R, MD, Assistant Professor 

Roskes, Erik J., MD, Assistant Professor 

Rushton, Joseph M., MSW, Research Associate 

Ruskin, Paul E., MD, Associate Professor 

Russo, Thomas P., PhD, Assistant Professor 

Schwarcz, Robert, PhD, Professor 

Schweitzer, Julie B., PhD, Assistant Professor 

Scott, Jack E., ScD, Assistant Professor 

Seidman, Madeleine, MS, Faculty Research Assistant 

Shepard, Paul D., PhD, Associate Professor 

Smith, Julie A., PhD, Assistant Professor 

Sokal, Joseph O., MD, Assistant Professor 

Steller, Jill A., MSW, Faculty Research Assistant 

Summerfelt, Ann, BA, Instructor 

Surago, Angela M., BS, Faculty Research Assistant 

Sydnor, James H., BS, Faculty Research Assistant 

Tagamets, Malle A., PhD, Assistant Professor 

Tamminga, Carol, MD, Professor 

Tang, Cecilia, MD, Assistant Professor 

Tashman, Nancy A., PhD, Assistant Professor 

Temoshok, Lydia R., PhD, Professor 

Tenhula, Wendy N., PhD, Assistant Professor 

Thaker, Gunvant, MD, Professor 

Thompson, Donald, MD, Assistant Professor 

Ting, Hui-Tseng, MS, Research Associate 

152 School of Medicine 

Tinnirella, Antoinette, BA, Faculty Research Assistant 
Udebiuwa, Angela O., MD, Instructor 
Udell, Care L., BA, Faculty Research Assistant 
Vogel, Michael W., PhD, Associate Professor 
Warfel, Dale T., AA, Research Associate 
Weiner, Elaine E., MD, Assistant Professor 
Weintraub, Eric, MD, Assistant Professor 
Weist, Mark D., PhD, Associate Professor 
White, Angela N., BA, Faculty Research Assistant 
Wilk, Christopher, BS, Research Associate 
Wu, Hui-Qiu, PhD, Assistant Professor 
Yu, Yang, MS, Research Associate 

Department of Radiation Oncology 

Professor and Chair 

Carl M. Mansfield, MD, ScD, FACR, FACNM 

Amin, Pradip P., MD, Assistant Professor 

Balcer-Kubiczek, Elizabeth, PhD, Associate Professor 

Carney, James P., PhD, Assistant Professor 

Cheston, Sally, MD, Assistant Professor 

DiBiase, Steven J., MD, Assistant Professor 

Farese, Ann M., MS, Research Associate 

Harrison, George, PhD, Associate Professor 

Holmes, Timothy W., PhD, Assistant Professor 

Hudes, Richard S., MD, Assistant Professor 

Jacobs, Maria C, MD, Assistant Professor 

Kennedy, Andrew S., MD, Assistant Professor 

Lee, Charles L., PhD, Research Associate 

Li, Jingdong, PhD, Research Associate 

Li, X. Allen, PhD, Assistant Professor 

Linder, Jeanette, MD, Assistant Professor 

Ma, Lijun, PhD, Assistant Professor 

MacVittie, Thomas J., PhD, Professor 

Morgan, William F., PhD, Professor 

Naqvi, Shahid A., PhD, Research Associate 

Rhee, Juong G., PhD, Associate Professor 

Sarfaraz, Mehrdad, PhD, Interim Visiting Assistant Professor 

Shepard, David M., PhD, Assistant Professor 

Smith, Leslie E., PhD, Research Associate 

Suntharalingam, Mohan, MD, Assistant Professor 

Vigneulle, Roy M., PhD, Assistant Professor 

Wilson, Teresa M., PhD, Research Associate 

Yu, Cedric X., ScD, Assistant Professor 

Administration and Faculty 153 

Department of Surgery 

Professor and Chair 
Bruce E. Jarrell, MD 

Alexander, Richard B., MD, Associate Professor 

Babb, Kevin O., MD, Assistant Professor 

Badder, Elliott M., MD, Associate Professor 

Barish, Robert A., MD, Professor 

Bartlett, Stephen T., MD, Professor 

Bass, Barbara L., MD, Professor 

Belleza, Walter G., MD, Assistant Professor 

Benjamin, Marshall, MD, Assistant Professor 

Bochicchio, Grant V., MD, Assistant Professor 

Bolgiano, Edward B., MD, Assistant Professor 

Brown, James M., MD, Interim Visiting Assistant Professor 

Browne, Brian J., MD, Professor 

Butler, Kenneth H., PhD, Assistant Professor 

Cardarelli, Marcelo G., MD, Assistant Professor 

Carlson, Drew E., PhD, Associate Professor 

Carter, W. Bradford, MD, Interim Visiting Assistant Professor 

Castellanos, Paul F., MD, Assistant Professor 

Chai, Toby C, MD, Assistant Professor 

Chesley, Michelle, MD, Instructor 

Chiu, William C, MD, Assistant Professor 

Cho, Eugene S., MD, Visiting Instructor 

Cicci, Regina L., PhD, Assistant Professor 

Colonna II, John O., MD, Associate Professor 

Cooper, Carnell, MD, Assistant Professor 

Corder, Robert F., MD, Instructor 

Cort, Marcia A., MD, Instructor 

Cotto-Cumba, Cynthia, MD, Assistant Professor 

Darlington, Daniel N., PhD, Associate Professor 

Downing, Stephen W, MD, Assistant Professor 

Dunkin, Brian J., MD, Assistant Professor 

Emery, Brian E., MD, Assistant Professor 

Euerle, Brian D., MD, Assistant Professor 

Farber, Donna L., PhD, Assistant Professor 

Farney, Alan C, MD, Assistant Professor 

Fitzpatrick, James L., MD, Assistant Professor 

Flanigan, John S., MD, Instructor 

Flinn, William R., MD, Professor 

Flowers, John L., MD, Associate Professor 

Formby, Charles C, PhD, Professor 

Foster III, Clarence, MD, Assistant Professor 

Gaasch, Wade R., MD, Assistant Professor 

Gamliel, Ziv, MD, Assistant Professor 

Gann, Donald S., MD, Professor 

Gens, David R., MD, Assistant Professor 

Genuit, Thomas M., MD, Assistant Professor 

Geroff, Adam J., MD, Assistant Professor 

154 School of Medicine 

Giles, Robert A., MD, Instructor 

Goldberg, Nelson H., MD, Professor 

Gray, William C., MD, Associate Professor 

Grundmann, Katherine, MD, Instructor 

Haan, James M., MD, Assistant Professor 

Hadley, Gregg A., PhD, Associate Professor 

Hanna, Dinah, MD, Interim Visiting Assistant Professor 

Henry, Sharon M., MD, Assistant Professor 

Hill, John L., MD, Professor 

Hsu, Samuel S., MD, Assistant Professor 

Imbembo, Anthony L., MD, Professor 

Jackson, M. Christine, MD, Assistant Professor 

Jacobs, Stephen C., MD, Professor 

Jerrard, David A., MD, Associate Professor 

Johnson, Dean E., MD, Assistant Professor 

Kole, Kerry L., DO, Visiting Instructor 

Krasna, Mark J., MD, Professor 

Kuo, Dick C., MD, Assistant Professor 

Kyprianou, Natasha, PhD, Associate Professor 

Li, Daqing, MD, Assistant Professor 

Ligon, Rhamin, MD, Assistant Professor 

Lilly, Michael P., MD, Associate Professor 

LoBrano, Marcia B., MD, Instructor 

Mattu, Amal, MD, Assistant Professor 

McPherson, Scott J., MD, Assistant Professor 

Militello, Philip R., MD, Assistant Professor 

Moesinger, Robert C., MD, Interim Visiting Assistant Professor 

Mount-Varner, Geoffrey, MD, Instructor 

Napolitano, Lena M., MD, Associate Professor 

Naslund, Michael J., MD, Associate Professor 

Neschis, David G., MD, Interim Visiting Assistant Professor 

O'Connell, Jeanne M., MD, Assistant Professor 

O'Malley, Bert W., MD, Associate Professor 

Olshaker, Jonathan, MD, Professor 

Perpall Jr., Arthur E., MD, Assistant Professor 

Philosophe, Benjamin, MD, PhD, Assistant Professor 

Pimentel, Laura, MD, Assistant Professor 

Ponniah, Sathibalan, PhD, Assistant Professor 

Prybys, Katherine, DO, Assistant Professor 

Robertson, Bradley C., MD, Associate Professor 

Rolnick, Michael A., MD, Assistant Professor 

Rosenthal, Robert E„ MD, Professor 

Sawyer, Robert, MD, Associate Professor 

Scalea, Thomas M., MD, Professor 

Schweitzer, Eugene J., MD, Associate Professor 

Shibata, David, MD, Interim Visiting Assistant Professor 

Silverman, Ronald P., MD, Assistant Professor 

Singh, Navin, MD, Assistant Professor 

Sisley, Amy C., MPH., Assistant Professor 

Sklar, Geoffrey, MD, Associate Professor 

Slezak, Sheri, MD, Associate Professor 

Administration and Faculty 155 

Soderstrom, Carl A., MD, Professor 

Sonett, Joshua R., MD, Assistant Professor 

Staecker, Hinrich, MD, PhD, Assistant Professor 

Stone, Maureen L., PhD, Professor 

Strauch, Eric D., MD, Assistant Professor 

Stump, Kyle C, DVM, Assistant Professor 

Teague, Heidi M., MD, Assistant Professor 

Thrasher, Terry N., PhD, Professor 

Voigt, Roger W., MD, Assistant Professor 

Volpe, Carmine M., MD, Interim Visiting Assistant Professor 

Wang, Jian-Ying, MD, PhD, Associate Professor 

Wei, Chi-Ming, MD, PhD, Associate Professor 

Witting, Michael D., MD, Assistant Professor 

156 School of Medicine 

University Policy Statements 

Rights and Responsibilities for Academic Integrity 

The academic enterprise is characterized by reasoned discussion between student and teacher, a 
mutual respect for the learning and teaching process and intellectual honesty in the pursuit of new 
knowledge. By tradition, students and teachers have certain rights and responsibilities that they 
bring to the academic community. While the following statements do not imply a contract 
between the teacher or the institution and the student, they are nevertheless conventions that 
should be central to the learning and teaching process. 

I. Faculty Rights and Responsibilities 

A. Faculty members shall share with students and administrators the responsibility for 
academic integrity. 

B. Faculty members shall enjoy freedom in the classroom to discuss subject matter reason- 
ably related to the course. In turn, they have the responsibility to encourage free and 
honest inquiry and expression on the part of students. 

C. Faculty members, consistent with the principles of academic freedom, have the respon- 
sibility to present courses that are consistent with their descriptions in the catalog of 
the institution. In addition, faculty members have the obligation to make students 
aware of the expectations in the course, the evaluation procedures and the grading 

D. Faculty members are obligated to evaluate students fairly, equitably and in a manner 
appropriate to the course and its objectives. Grades must be assigned without preju- 
dice or bias. 

E. Faculty members shall make all reasonable efforts to prevent the occurrence of 
academic dishonesty through appropriate design and administration of assignments 
and examinations, careful safeguarding of course materials and examinations, and 
regular reassessment of evaluation procedures. 

F When instances of academic dishonesty are suspected, faculty members shall have the 
responsibility to see that appropriate action is taken in accordance with institutional 

II. Student Rights and Responsibilities 

A. Students share with faculty members and administrators the responsibility for 
academic integrity. 

B. Students have the right of free and honest inquiry and expression in their courses. In 
addition, students have the right to know the requirements of their courses and to 
know the manner in which they will be evaluated and graded. 

C. Students have the obligation to complete the requirements of their courses in the time 
and manner prescribed and to submit to evaluation of their work. 

D. Students have the right to be evaluated fairly, equitably and in a timely manner appro- 
priate to the course and its objectives. 

E. Students shall not submit as their own work any work that has been prepared by 
others. Outside assistance in the preparation of this work, such as librarian assistance, 
tutorial assistance, typing assistance or such special assistance as may be specified or 
approved by the appropriate faculty members, is allowed. 

University Policy Statements 157 

F. Students shall make all reasonable efforts to prevent the occurrence of academic 
dishonesty. They shall by their own example encourage academic integrity and shall 
themselves refrain from acts of cheating and plagiarism or other acts of academic 

G. When instances of academic dishonesty are suspected, students shall have the right and 
responsibility to bring this to the attention of the faculty or other appropriate 

III. Institutional Responsibility 

A. Constituent institutions of the University System of Maryland shall take appropriate 
measures to foster academic integrity in the classroom. 

B. Each institution shall take steps to define acts of academic dishonesty, to ensure proce- 
dures for due process for students accused or suspected of acts of academic dishonesty 
and to impose appropriate sanctions on students found to be guilty of acts of academic 

C. Students expelled or suspended for reasons of academic dishonesty by any institution 
in the University System of Maryland shall not be admissible to any other System insti- 
tution if expelled or during any period of suspension. 

(Approved Nov. 30, 1989, by the University System of Maryland Board of Regents.) 


No provision of this publication shall be construed as a contract between any applicant or student 
and the University of Maryland Baltimore. The University reserves the right to change any admis- 
sion or advancement requirement at any time. The University further reserves the right to ask a 
student to withdraw at any time when it is considered to be in the best interest of the University. 
Admission and curriculum requirements are subject to change without prior notice. 

Eligibility to Register 

A student may register at the University when the following conditions are met: 

1 . the student is accepted to the University, 

2. the student has received approval from the unit academic administrator, and 

3. the student has demonstrated academic and financial eligibility. 

Human Relations Code Summary 

The University of Maryland Baltimore has a Human Relations Code for use by the entire campus 
community. The code represents the University's commitment to human relations issues. The 
specific purposes of the code include: 

1. Prevention or elimination of unlawful discrimination on the basis of race, color, creed, 
sex, sexual orientation, marital status, age, ancestry or national origin, physical or 
mental handicap, or exercise of rights secured by the First Amendment of the U.S. 
Constitution; and 

2. Establishing a timely, effective grievance procedure as an alternative to more lengthy 
formal processes for resolution of human relations issues. 

158 School of Medicine 

A Human Relations Committee was created to oversee the code. It is comprised of campus 
faculty, administrators and students and is advisory to the president of the campus. The committee 
may institute educational programs and provide an open forum on human relations issues. In 
addition, the committee is charged with maintaining a mediation, investigation and hearing 
process for specific complaints of discrimination brought by students, faculty or staff. The code 
describes the particulars of the hearing process. It is the intent of the code to provide a grievance 
procedure for an individual on campus who wants a cross-section of the campus community to 
investigate and mediate a problem without having to resort to complaints to external agencies such 
as the Maryland Commission on Human Relations, complaints under personnel rules or lawsuits. 

Copies of the Human Relations Code are available in the dean's office, student affairs and 
USGA offices in the Baltimore Student Union, and the Human Resources Management and 
Affirmative Action offices in the Adminstration Building. 

Service to Those with Infectious Diseases 

It is the policy of the University of Maryland to provide education and training to students for the 
purpose of providing care and service to all people. The institution will employ appropriate 
precautions to protect providers in a manner meeting the patients' or clients' requirements while 
also protecting the interest of students and faculty members participating in the provision of such 
care or service. 

No student will be permitted to refuse to provide care or service to any assigned person in the 
absence of special circumstances placing the student at increased risk for an infectious disease. Any 
student who refuses to treat or serve an assigned person without prior consent of the school 
involved will be subject to penalties under appropriate academic procedures; such penalties to 
include suspension or dismissal. 

Confidentiality and Disclosure of Student Records 

It is the policy of the University of Maryland to adhere to the Family Educational Rights and 
Privacy Act (FERPA or Buckley Amendment). As such, it is the policy of the University: 

1 . to permit students to inspect their education records, 

2. to limit disclosure to others of personally identifiable information from education 
records without students' prior written consent, 

3. to provide students the opportunity to seek correction of their education records where 
appropriate, and 

4. to advise students they may file a complaint with the U.S. Department of Education 
to allege a failure by the University to comply with FERPA. 

Scheduling of Academic Assignments on Dates of 

Religious Observance 

It is the policy of the University of Maryland to excuse the absence(s) of students that result from 
the observance of religious holidays. Students shall be given the opportunity, whenever feasible, to 
make up, within a reasonable time, any academic assignments that are missed due to individual 

University Policy Statements 159 

participation in religious observances. Opportunities to make up missed academic assignments 
shall be timely and shall not interfere with the regular academic assignments of the student. Each 
school/academic unit shall adopt procedures to ensure implementation of this policy. 

Review of Alleged Arbitrary and Capricious Grading 

It is the policy of the University of Maryland that students be provided a mechanism to review 
course grades that are alleged to be arbitrary or capricious. Each school/academic unit shall 
develop guidelines and procedures to provide a means for a student to seek review of course grades. 
These guidelines and procedures shall be published regularly in the appropriate media so that all 
faculty members and students are informed about this policy. 

Position on Acts of Violence and Extremism that are Racially, 
Ethnically, Religiously or Politically Motivated 

The University System of Maryland Board of Regents strongly condemns criminal acts of destruc- 
tion or violence against the person or property of others. Individuals committing such acts at any 
campus or facility of the University will be subject to swift campus judicial and personnel action, 
including possible expulsion or termination, as well as possible state criminal proceedings. 

160 School of Medicine 

Student Right to Know and Campus Security Act Request 

The Student Right to Know and Campus Security Act (Public Law 101-542), signed into federal 
law November 8, 1990, requires that the University of Maryland Baltimore make readily available 
to its students and prospective students the information listed below. 

Should you wish to obtain any of this information, please check the appropriate space(s), fill in 
your name, mailing address and UMB school name, print this form and send it to: 

University Office of Student Affairs 
Attn: Student Right to Know Request 
University of Maryland Baltimore 
Suite 336, Baltimore Student Union 
621 West Lombard Street 
Baltimore, MD 21201 


□ Financial Aid 

□ Costs of Attending the University of Maryland Baltimore 

□ Refund Policy 

□ Facilities and Services for Handicapped 

□ Procedures for Review of School and Campus Accreditation 

□ Completion/Graduation Rates for Undergraduate Students 

□ Loan Deferral under the Peace Corps and Domestic Violence Services Act 

□ Campus Safety and Security 

□ Campus Crime Statistics 



UMB School and Program 

University Policy Statements 161 

Campus and Area Maps 

To Reach the Campus 

The University is located in downtown Baltimore, six blocks west of the Inner Harbor and two 
blocks north of Oriole Park at Camden Yards in the University- Center district. 

From Washington, D.C. and Points South via 1-95: From 1-95 take Route 395 (downtown 
Baltimore) and exit onto Martin Luther King Jr. Boulevard, staying in the right lane. At the fourth 
traffic light, turn right onto Baltimore Street. Turn left at the second traffic light onto Paca Street. 
The Baltimore Grand Garage (visitors' parking) is immediately on the right. 

From I-295N (Baltimore- Washington Parkway): 
As the Parkway enters Baltimore, it briefly becomes 
Russell Street and then Paca Street. Continue north to 
the intersection of Paca and Baltimore streets, where 
you will see the Baltimore Grand Garage (visitors' 
parking) is on the right. 

From Annapolis and Southern Maryland: Follow 
Route 50E to I-97N to 695W (Baltimore Beltway) to 
1-29 5N (Baltimore- Washington Parkway), and follow 
directions from points south via I-295N. 

From the East: Take 1-9 5 S to Route 395 (downtown 
Baltimore) and follow directions from points south via I- 
95. Or, take 695W (Baltimore Beltway) to I-83S to its 
end. You will be on President Street. Go to the third traffic 
light and turn right onto Lombard Street. Continue about 
one mile and turn right onto Paca Street. The Baltimore 
Grand Garage (visitors' parking) is two blocks north on the right. 

From the North and Northeast: North: Follow I-83S (Harrisburg Expressway) to its end in 
downtown Baltimore. Follow 1-83 directions above. 

Northeast: The campus is accessible from I-95S to either 395 (downtown Baltimore), and 
follow directions from points south via 1-95, or 695W (Baltimore Beltway) to I-83S. Follow 1-83 
directions above. 

From the West: Take I-70E to 695S to I-95N. From 1-95, take Route 395 and follow direc- 
tions from points sought via 1-95. 

Francis Scott 

Transportation and Parking 

Bus: MTA routes 1, 2, 7, 8, 11, 20, 35 and 36 serve the campus. 

Subway: The Baltimore Metro runs from Johns Hopkins Hospital to Owings Mills. Stops 
nearest the University are at Lexington Market and Charles Center. 

Light Rail: Light rail connects park and ride locations in northern Baltimore County and 
Oriole Park at Camden Yards, then continues south to Glen Burnie and Baltimore/Washington 
International Airport. The UniversityCenter stop is two blocks east of campus on Baltimore Street. 

Train: MARC commuter service runs from Camden Station, 301 W. Camden St. 

162 School of Medicine 


Hio , « 



8~ FATI 




^_ _ — LOMBARD ST. ___«—■ 




AB Administration Bldg. 

737 W. Lombard St. K2 

AHB Allied Health Bldg. 100 Penn St. 

AC Athletic Center (Pratt St. Garage) L4 

BSU Baltimore Student Union 
621 W. Lombard St. K6 

BIO Biomedical Research Facility 
108 N. Greene St. E6 

BRB Bressler Research Bldg. 
655 W. Baltimore St. H3 

BRM Babe Ruth Birthplace/Museum N5 

CB Century Bldg. 506 W. Fayette St. 

DH Davidge Hall 522 W. Lombard St. J 7 

DS Dental School 666 W. Baltimore 
St. F3 

DCCC Downtown Child Care Center 
237 N. Arch St. B5 

NMD Dr. Samuel D. Harris Nat'l Museum 
of Dentistry 31 S. Greene St. J7 

EH East Hall 520 W. Lombard St. J7 

EHS Environmental Health & Safety Bldg. 
714 W. Lombard St. J2 












Gray Lab 520 W. Lombard St. 
(rear) J7 

Greene St. Bldg. 29 S. Greene St. 17 

Health Sciences Facility 
685 W. Baltimore St. H3 

Health Sciences Facility ll/Future 
700 W. Lombard St. J3 

Health Sciences and Human 
Services Library 601 W. Lombard 
St. L6 

Homer Gudelsky Bldg. 
Lombard & Greene Sts. J6 

Hope Lodge 636 W. Lexington St. 

Howard Hall 660 W. Redwood St. 

James T. Frenkil Bldg. 16 S. Eutaw 
St. 19 

Law School-Marshall Law Library 
111 S. Greene St. K7 

Law-Social Work Bldg./ Future 
500 W. Baltimore St. G7 
Lexington Market C 7-9 
Lombard Bldg. 515 W. Lombard St. 



Lombard St. Bldg./Future J5 

Market Center Post Office D6 

Maryland Bar Center 520 W. 
Fayette St. E7 

MIEMSS Maryland Inst, for Emergency 

Medical Services Systems 653 W. 
Pratt St. M4 

MPA Maryland Pharmacists Association 
650 W. Lombard St. J4 


Medical Biotechnology Center 
721 W. Lombard St. K2 


Medical School Teaching Facility 
685 W. Baltimore St. H2 


Nursing School 655 W. Lombard 
St. K5 


Oriole Park at Camden Yards 010 


Old St. Paul's Cemetery 12 


PascaultRow 651-665 W. 
Lexington St. D3 


Pharmacy Learning Center 
110 N. Pine St. E2 


Pharmacy School 20 N. Pine St. 


Pine St. Police Station 214 N. Pine 
St. C2 


Ronald McDonald House 
635 W. Lexington St. D4 


School of Social Work 
525 W. Redwood St. 17 


Shock Trauma Center 
Lombard & Penn Sts. 14 


State Medical Examiners Bldg. 
Ill Penn St. L4 


Univ. of MD Family Medicine 
29 S. Paca St. J9 

UMaryland Medical Center Univ. of MD 
Medical Center 
22 S. Greene St. H5 

UMPB Univ. of MD Professional Bldg. 
419 W. Redwood St. 19 

UP University Plaza H7 

USB University Square Bldg. 11 S. Paca 
St. H9 

VAMC Veterans Affairs Medical Center 
10 N. Greene St. G6 

WPCC Walter P. Carter Center 
620 W. Fayette St. E4 

WMH Westminster Hall 529 W. Fayette 
St. F7 

100NE 100 N. Eutaw St. E9 

100NG 100 N. Greene St. E6 

405R 405 W. Redwood St. Bldg. 19 

410WF 410 W. Fayette St. E9 

502F 502 W. Fayette St. Bldg. E8 

701P 701 W. Pratt St. Bldg. M3 


PCS Parking & Commuter Services Office 

622 W. Fayette St. E5 
□ Employee. O Student. O Visitor, Q Patient 

| DPP | 







Baltimore Grand Garage F9 
Dental Patient Parking Lot F4 
Koester's Lots C4. C5 
Lexington Garage C3 
Pearl Garage E5 
Penn St. Garage L3 
Pratt St. Garage L5 
University Plaza Garage 
(underground) H7 

Campus and Area Maps 163